Relevant bibliographies by topics / Kenyatta University

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Kenyatta University'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Kenyatta University"

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Maroa, Stella Gati, and Mary Namusonge. "Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University." International Journal of Current Aspects 3, no. III (June 30, 2019): 199–211. http://dx.doi.org/10.35942/ijcab.v3iiii.39.

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Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization. Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.
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Kashamba, Grace Buyanzi, and Wilfrida H. A. Olaly. "Relationship Between Group Culture and Athletic Performance among Sportsmen and Sportswomen at Kenyatta University in Nairobi City County, Kenya: Relationship Between Peer Pressure And Athletic Performance." European Journal of Humanities and Social Sciences 3, no. 5 (October 30, 2023): 55–63. http://dx.doi.org/10.24018/ejsocial.2023.3.5.490.

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The concept of group culture has been integrated in sports, where it allows sports women and sports men to bond creating a norm of behaviour and routine that directly influence how the team functions and performs. Kenyatta University is a recognized sports hub, producing talent who compete at both local, regional, and global levels. This study researched on the influence of group culture on the athletic performance of sports men and sports women at Kenyatta University. Consistently, one major construct of group culture, which is peer pressure, was studied. The research resulted in the formulation of a model that would be utilized to understand how to enhance the performance of sports men and women at Kenyatta University through group culture. The theory that was used for this study was operant conditioning by B. F Skinner. The behavioural approach considers that to maintain being a good performer in sports, one has to learn skills and unlearn the ones with a negative outcome. The research employed a correlational design. The independent variable was the group culture (peer pressure) while the dependent variable was athletic performance. The Statistical Package for Social Sciences version 26.0 was utilized to analyze the data. The study was conducted at Kenyatta University, the main campus in Nairobi City County, Kenya, since this is where the sportsmen and sportswomen were easily found, considering the institution offers grounds where they come for training daily. The target population was the sportsmen and sportswomen who actively participate in the games and represent Kenyatta University in various league matches. The target population was approximately 606 athletes. The sample consisted of 241 sports men and sports women from the different games at Kenyatta University. The sampling technique used was simple random sampling, whereas questionnaires were used to collect data. The data analysis used in this study is quantitative analysis to investigate the relationship between group culture and athletic performance among sportsmen and sportswomen at Kenyatta University in Nairobi City County, Kenya. The outcome from this study revealed that higher levels of peer pressure were linked to decreased athletic performance, while greater implementation of group culture interventions was associated with improved athletic performance. The research resulted in measures that will form a model expected to assist the coaches in knowing how to enhance the group culture of their sportsmen and sportswomen, which may, in turn, improve their athletic performance.
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Muhammed, Hassan Noor. "Academic Pressure a Psychosocial Predictor of Suicide among Youths in Selected Kenyan Public Universities." International Journal of Research and Innovation in Social Science VIII, no. II (2024): 1652–59. http://dx.doi.org/10.47772/ijriss.2024.802116.

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The purpose of the study was to assess the influence of academic pressure on the suicide rates among youths in selected Kenyan Public university. The target population for the study was 149,628 youths in public universities and 40 staffs in the student welfare office. The study focused on students at University of Nairobi, Kenyatta University and Jomo Kenyatta University of Agriculture and Technology due to the large population of students in this institution thereby giving a representative sample of the students in public universities. The study adopted the use of both stratified and simple random sampling to get a sample of 153 respondents. The study informs on the influence academic pressure has in students in public universities having suicidal ideation as well as on the rates of suicide among the students
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Sanjay Thakrar, Sonali, and Stephano K. Cheruiyot. "Psychological Factors of Problematic Internet Use among University Students of Kenyatta University Kenya." International Journal of Scientific and Research Publications (IJSRP) 11, no. 1 (December 12, 2020): 230–41. http://dx.doi.org/10.29322/ijsrp.11.01.2021.p10924.

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Kefala, Georgia. "The Problems and Countermeasures in the Implementation of "Flipped Classroom" in Colleges and Universities: From the Perspective of Education Master's Students." Journal of Educational Research and Policies 6, no. 6 (June 30, 2024): 102–7. http://dx.doi.org/10.53469/jerp.2024.06(06).22.

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With emergence of Covid - 19 flipped classroom became essential not only in reducing the number of students in the face to face sessions but also provided more learning time. Kenyatta University is one of the first Universities in Kenya to have a fully - fledged digital school (DSVOL), which offers a wide range of courses from diploma to post graduate courses. Majority of the potential students targeted by the school are the working class group who attend classes either as part - time or full - time. Although Kenyatta University has made many strides in implementing the flipped classroom approach, little has been done on research to ascertain learners’ attitude and perceptions on flipped classroom approach on academic performance of postgraduate diploma in education students in Kenyatta University. The study deployed a mixed - research approach, where both qualitative and quantitative techniques were used to collect and analyze data. The target population was heads of departments and post - graduate diploma students at Kenyatta University. The study used a purposive, convenience sampling technique to get 30 post - graduate diploma students and five heads of department, totaling to 35. Primary data was collected using questionnaire. Open and close - ended questions were used to maximize results. Data collected from the participants were analysed using two methods; statistical and thematic content analysis. Based on the findings, the study concluded that learners have positive attitudes and perceptions towards the flipped approach. The study further concluded that flipped approach is fun, engaging, motivating, and encourages active learning. From the conclusion the study recommended that the departments that implement the flipped learning approach should ensure that there is room for peer interaction and collaborative working.
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Kilonzo, Patrick Muthama, and Stephen Morangi Nyambegera. "Determinants of entrepreneurial intention among university business students in Kenya: lessons from Kenyatta University." International Journal of Entrepreneurship and Small Business 22, no. 2 (2014): 231. http://dx.doi.org/10.1504/ijesb.2014.062503.

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Alape Ariza, Joseph, Andrea Pinzon Reyes, Arbey Hernan Medina Rocha, Rodrigo Cabrera Perez, and Clara Isabel Bermudez Santana. "The Effect of Team Empowerment on Internal Customer Satisfaction at Kenyatta University." International Journal of Managerial Studies and Research 11, no. 5 (2023): 45–52. http://dx.doi.org/10.20431/2349-0349.1105005.

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Gatwiri Kiambati, Fridah. "Impediments to Accessing Virtual Education by Learners with Visual Impairments in Kenyatta University." Journal of Modern Education Review 6, no. 7 (July 15, 2016): 498–506. http://dx.doi.org/10.15341/jmer(2155-7993)/07.06.2016/009.

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Bukhala, Peter. "Using Sports to Demystify Disability: The Case of Camp Shriver at Kenyatta University." Les Cahiers d'Afrique de lEst, no. 46-1 (October 1, 2012): 31–42. http://dx.doi.org/10.4000/eastafrica.436.

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Kuria, Isaac, and Harrison Njoroge. "Intelligent Conversational Agent for Enhancement of Online Communication in Universities: An Overview of Kenyatta University." OPEN JOURNAL FOR INFORMATION TECHNOLOGY 4, no. 2 (December 30, 2021): 85–90. http://dx.doi.org/10.32591/coas.ojit.0402.05085k.

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University websites and online portals are the primary means through which potential students and other stakeholders find important information about an institution. University websites are essential to these organizations’ marketing and communication efforts. In this paper, focus has been put on the need to complement these websites with the use of an AI Chatbot (UniBot) in order to serve more efficiently. This study aims at performing an extensive literature survey on intelligent conversational agents and the feasibility of applying them in enhancing online communication in universities. The study utilizes an iterative – incremental methodology to aid in design and development of UniBot, using AIML (Artificial Intelligent Markup Language) Pattern matching algorithm on the Pandorabot (AIAAS) platform, to generate high quality training data, with which, the agents Natural Language Understanding (NLU) model is trained. The study also provides for training and testing the agent using data which is acquired from Online Communication, University Website department at Kenyatta University.
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Dissertations / Theses on the topic "Kenyatta University"

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Ngayai, Bernard K. "Job Satisfaction of Faculty at Kenyatta University, Nairobi, Kenya." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332647/.

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This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure were used to analyze differences in satisfaction among groups. The results showed that professors and lecturers were significantly more satisfied with their coworkers than were the assistant professors. Faculty members' gender, marital status, years of experience, tenure status, academic degree and area of interest did not influence job satisfaction. It is recommended that future research to determine an appropriate system of promotions structure and faculty growth and development be initiated.
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Muchiri, Mary Nyambura. "The influence of institutional practices on examinations : the case of Kenyatta University." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358670.

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Chokah, Milcah Mudeizi. "La formation des enseignants de français au Kenya : le cas particulier de Kenyatta University." Besançon, 2003. http://www.theses.fr/2003BESA1033.

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La question de la formation des enseignants est une question importante qui ne doit pas être dissociée de celle, plus générale, de l'enseignement. Tout système éducatif se doit de tenir compte de cette importance et de mettre en place des dispositifs de formation qui favorisent ce lien. La formation doit agir sur la totalité de la personne : la transformer et la préparer pour une situation ultérieure. Dans le cas de l'enseignant de langue étrangère, sa formation passe non seulement par la relation apprentissage/formation mais aussi par l'adaptation des matériels pédagogiques au public de destination. Il faut également que le futur professeur développe des compétences méthodologiques mais aussi linguistiques. Le but de notre travail est de susciter des réflexions sur la formation des enseignants de français au Kenya, en particulier sur le dispositif mis en place à Kenyatta University. Notre préoccupation est centrée sur deux questions principales : Dans un dispositif semblable à celui de KU, comment aborder le problème de la formation pour développer chez les futurs maîtres des compétences à la fois linguistiques et méthodologiques ? Comment former les enseignants pour faire face à l'évolution en cours de l'enseignement du français au Kenya ?
The concept of teacher education (until recently only referred to as teacher training) is relatively new in the Kenyan context. It implies the transformation of the person as a whole in preparation for service. In the case of foreign language teachers, this education is more demanding: a language teacher needs not only to know how to deliver information to the learner, but he needs to be a model of expression for that learner. As a result of what we might refer to as an oversight on this important aspect, there is often lack the of a link between the training programmes that the teacher trainee goes through and the situation that awaits him in the field when he begins his career. The focus of our research is on what can be done to better prepare the language teacher for the language classroom. We have chosen, for this study, to focus on the training programmes for teachers of french at Kenyatta University. Two questions arise: In view of the established training programmes at Kenyatta, how best can the methodological and linguistic skills of the future teacher be developed? Secondly, how can the teachers be trained so as to cope with the changing trends in the teaching of French in Kenya?
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Owino, Eunice. "Les représentations sociales des enseignants stagiaires à l'égard de leur formation et de leur profession : le cas de Kenyatta University au Kenya." Phd thesis, Université Paris-Est, 2012. http://tel.archives-ouvertes.fr/tel-00856188.

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Cette thèse investit, d'abord, sur un plan théorique l'enseignant professionnel et la mise enplace des dispositifs censés encourager le développement de cet enseignant, à partir de lalittérature de recherche dans ce domaine. Dans un second temps, elle vise à contextualiser cesenjeux dans le contexte du Kenya et, plus particulièrement, en considérant l'évolution de laprofession enseignante à partir de données historiques mais aussi d'un travail empirique menéauprès des enseignants stagiaires. A cet égard elle traite la naissance et l'évolution de laprofession enseignante au Kenya en mettant un accent particulier sur les représentationssociales et professionnelles. Dans un troisième temps, ce travail analyse le sens donné à lanotion d'enseignant professionnel par les politiques éducatives et par les enseignants enformation initiale.
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Owino, Pelini Eunice. "Les représentations sociales des enseignants stagiaires à l’égard de leur formation et de leur profession : le cas de Kenyatta University au Kenya." Thesis, Paris Est, 2012. http://www.theses.fr/2012PEST0024/document.

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Cette thèse investit, d'abord, sur un plan théorique l’enseignant professionnel et la mise enplace des dispositifs censés encourager le développement de cet enseignant, à partir de lalittérature de recherche dans ce domaine. Dans un second temps, elle vise à contextualiser cesenjeux dans le contexte du Kenya et, plus particulièrement, en considérant l'évolution de laprofession enseignante à partir de données historiques mais aussi d'un travail empirique menéauprès des enseignants stagiaires. A cet égard elle traite la naissance et l’évolution de laprofession enseignante au Kenya en mettant un accent particulier sur les représentationssociales et professionnelles. Dans un troisième temps, ce travail analyse le sens donné à lanotion d'enseignant professionnel par les politiques éducatives et par les enseignants enformation initiale
First, from a theoretical perspective, this thesis makes reference to existing literature toexamine the notion of the professional teacher and the approaches that have been set up toencourage his/her development. Secondly, it seeks to contextualise this notion within theKenyan context and, specifically, analyse the evolution of the teaching profession based onhistorical data as well as on an empirical study carried out amongst student teachers. In thisregard, this thesis analyses the emergence and evolution of the teaching profession in Kenyawhile placing a particular emphasis on social and professional representations. Finally, thiswork examines the sense that educational policies and pre-service student teachers accord tothe notion of the “professional teacher”
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Muthuri, Lenity HKN. "Determining factors in the awarding of bursaries by the Higher Education Loans Board : a descriptive case study of Kenyatta University : a research report." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9731.

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The dramatic increase in university enrolments amidst a deteriorating macroeconomic situation in Kenya has led the government to resort to a system of cost-sharing offset by a loan scheme. The Kenyan Government acknowledges that in order to enhance equity (in the form of access to higher education for the less wealthy), repayable loans must be accompanied by non-repayable bursaries and scholarships. This study is motivated by a concern that bursaries are being awarded unfairly. Its objectives are three-fold: to give an overview of the university bursary programme; to review literature related to university bursary programmes (including main problems and challenges surrounding the provision and repayment of loans) in developing countries; and to explore through descriptive analysis the role (if any) of students personal and family demographic, social, regional and economic characteristics on HELB decisions to award bursaries or not using a sample of 107 Kenyatta University students. The sample consisted of 31 bursary recipients and 76 non-recipients. The applicants: from the Rift Valley and the Coast provinces; aged 25 years old and below; who are male; with one parent living or orphaned; who are single; whose parents are either single, divorced, widowed, or separated parents; whose parents or guardians have other dependants; whose parents or guardians has either no education, adult literacy, or primary education; whose parents or guardians are either unemployed or full-time home-makers; whose personal income is less than or equal to Ksh. 5000; whose parents or guardians earn a annual income of less than Ksh. 20000; whose family assets are worth between Ksh. 1 and 1,5 million; and who got bursaries during their secondary education worth more than Ksh. 10000 appear to be favoured by HELB in its awarding of university bursaries. Although the evidence is not conclusive, it supports the claim that poor students, for whom bursaries are intended, do no appear to benefit in all cases. We have argued that this inequity arises from the apparent lack of clear criteria used by HELB in its award of bursaries. This suggests that HELB’s practice is unfair in not distinguishing between those who need and those who merely want bursaries. in conclusion, there is an urgent need for rigorous inferential (causal-effect relationship) studies geared at establishing the key indicators of need for university bursaries.
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Wachira, Mary Njeri. "Support services for remote users in selected public university libraries in Kenya." Diss., 2013. http://hdl.handle.net/10500/11901.

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M.A. (Information Science)
The study was undertaken to explore the remote users of services available public university libraries in Kenya. Scarce literature was available locally on the subject of the study. Provision of quality and relevant information services to support teaching, learning and research remains a central objective of libraries in higher education world over. Higher education institutions in Kenya continue to experience unprecedented growth in student population against limited human capital and physical infrastructure, among the library services. This reality has prompted Universities to adopt different education delivery models; distant learning, e-learning, and part time modules to accommodate the extra numbers seeking higher education. Depending on the preferred module, the students can be categorized into three main groups: on-campus, off-campus and remote user groups. Higher learning standards require that all users to have equitable and inclusive access to resources. This study explores the nature and availability of support services and resources available for remote library users in public university libraries in Kenya. The research methodology adopted was a descriptive research design; where qualitative data was collected using Focus Group Discussions (FGDs). The findings revealed that public university libraries in Kenya have various forms of resources and services that can support remote user needs. However they face certain challenges that hinder the use of the available remote user resources and services in providing equitable access to information services to all its types of users. Key among the challenges was that remote users were not identified as a special user group in the libraries studied contrary to what the study grounded. The results of the study are discussed under three main thematic areas: services for remote users, facilities available for remote users, and policies and regulations that govern remote use of library resources. Equally included in the study are discussions, conclusions and recommendations based on the findings besides identified informational gaps for further research.
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Books on the topic "Kenyatta University"

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Juma, Magdallen N. The African virtual university: Kenyatta University, Kenya. London: Commonwealth Secretariat, 2001.

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University, Kenyatta. Research policy, 2007-2010. Nairobi, Kenya: Kenyatta University, 2007.

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University, Kenyatta. Kenyatta University: Strategic and vision plan, (2005-2015). Nairobi, Kenya: Kenyatta University, 2005.

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University, Kenyatta. Kenyatta University: Strategic and vision plan, (2005-2015) : (Revised 2010). Nairobi, Kenya: Kenyatta University, 2010.

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University, Kenyatta. 5-year medium-term plan and budget framework (MTPBF): (2006-2011). Nairobi: Kenyatta University, 2006.

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University), Moi Library (Kenyatta. A list of books, journal articles, and conference papers by staff of Kenyatta University, 1973-1997. [Nairobi]: Kenyatta University, University Library, 1997.

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University, Kenyatta. HIV/AIDS policy. Nairobi: Kenyatta University, AIDS Control Unit, 2006.

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Kenyatta University. Directorate of Alumni and Outreach Programmes. Strategic plan, 2008-2015. Nairobi: Kenyatta University, Directorate of Alumni Programmes, 2008.

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Otieno-Alego. Some deplorable aspects of teaching practice supervision: The case of Kenyatta University. [Nairobi]: Bureau of Educational Research, Kenyatta University, 1990.

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Njenga, Peter K. Medicinal plants growing in JKUAT: Natural remedies for good health : a pictorial guide to selected plants of medicinal importance. [Nairobi: JKUAT], 2008.

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Book chapters on the topic "Kenyatta University"

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Kraybill, David, and Moses Osiru. "A case study of transformation in four African universities." In Transforming tertiary agricultural education in Africa, 240–50. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0015.

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Abstract This chapter presents selected analytical narratives of successful institutional transformation of tertiary agricultural education (TAE) from four African universities. The four universities analysed are Jomo Kenyatta University of Agriculture and Technology, Kenya (JKUAT); Gulu University, Uganda (GU); University of Abomey Calavi, Benin (UAC); and the University of Venda, South Africa (UNIVEN). The study examines what each of the universities changed, and how they went about effecting and supporting those changes. The discussion focuses on both 'soft changes' in organizational culture and strategies, and 'hard changes' in enrolments, staffing, programmes, departments, faculties/colleges and campuses. Outcomes of the transformation process are described, along with lessons learned.
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Waithaka, Mercy Wangechi, and Onyancha Bosire Omwoyo. "UTAUT Variables' Influence on the Adoption of Open Access Scholarly Publishing in Selected Universities in Kenya." In Impact of Global University Ranking Systems on Developing Countries, 290–308. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8266-7.ch016.

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Abstract open access (OA) scholarship has become a buzzword among different stakeholders including researchers, universities, governments, funders, publishers, and journal vendors. The successful acceptance and adoption of OA scholarly publishing (OASP), however, depends on many factors. Using the unified theory of acceptance and use of technology (UTAUT) as a theoretical lens, this study examined the extent to which the UTAUT variables influence the adoption and use of OASP in selected universities in Kenya. The study adopted a quantitative approach with a survey as research design and targeted 341 teaching staff at the University of Nairobi (UoN), Jomo Kenyatta University of Agriculture and Technology (JKUAT), and Kenyatta University (KU). A questionnaire, structured according to the UTAUT variables, was used to collect data. Data were analyzed using inferential statistics and regression analysis.
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Erima, Juliet A., and Francis Garaba. "Mixing of Research Methods in Investigating Digital Archiving Practices at Selected Public Universities in Kenya." In Handbook of Research on Mixed Methods Research in Information Science, 531–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8844-4.ch025.

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Mixed methods research (MMR) is gaining prominence as a research design in the records and archives management discipline and information science field at large. Researchers, scholars, and practitioners are drifting away from the mono-method cocoon dominated by qualitative approaches and are slowly embracing MMR. This study investigated digital archiving in selected public universities in Kenya with a view to developing a framework for digital archiving in the institutions. Using MMR, data was collected from six institutions, namely University of Nairobi, Jomo Kenyatta University of Agriculture and Technology, Moi, Kenyatta, Maseno, and Egerton Universities. Preliminary findings suggest digital archiving in Kenya is still in its infancy and a lot needs to be done to streamline the practice in universities. Among other suggestions, the study recommended a systematic roll-out of awareness programmes for top officials in the institutions to bring them to a position of appreciating and supporting digital archiving initiatives.
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Gitonga, Rhoda K., and Elizaphan Maina. "Students' Experiences in Using Chat Rooms as Virtual Classrooms." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 242–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch013.

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This chapter shares experiences from a group of students who were using the chat rooms as part of instruction in their course work. It also attempts to explain the lessons learnt when one exposes the distant learning students to a different method of facilitation. The respondents were 51 university distance learning students from Kenyatta university in Kenya whose lecturer had created chat rooms as virtual classrooms in their coursework during the May to August 2012 semester. The lecturer's availability at all times was vital to students' success in using the chat room. Using chat rooms as virtual classrooms gave every student in the class room an equal voice as students engaged the lecturer and each other on a common playing ground. This chapter underscores the importance of chat rooms as environments that supports virtual learning for distance learners and encourages learners' participation hence enhancing learner-centered learning.
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"The 1987 York-Kenyatta University Survey of Cultivation in the Open Spaces of Nairobi." In City of Farmers, 123–26. McGill-Queen's University Press, 1991. http://dx.doi.org/10.1515/9780773562806-017.

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Miheso-O'Connor, Marguerite Khakasa, Adelheid Marie Bwire, and Isaac Minae Mwangis. "Supervisors' Perceptions of Blended Approach for Graduate Thesis Supervision." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 246–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch013.

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The uptake of blended supervision remains low in most developing nations. This chapter presents findings from a mini study on the perceptions of Kenyatta University graduate student supervisors and their uptake of blended supervision approach. The study adopted a mixed research design using eight supervisors purposively sampled. Questionnaires and interviews were used to collect data which were analyzed using descriptive statistics. The findings show that several challenges impede a positive orientation of supervisors towards a blended approach to graduate supervision. Findings indicated levels of reluctance in adapting the blended approach to supervision. The authors aver that lack of consistent efforts towards capacity building for supervisors' self-efficacy to enhanced use of the blended approach needs to be addressed. The results of this study will be used to inform supervisors' professional development initiatives in order to foster postgraduate student completion rates and for the university to develop a policy to mainstream blended supervision in its institutional structures.
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Kariuki, Damaris Wakigondi, Purity Watetu Muthima, and Daniel Oketch Otieno. "Graduate Teacher Trainee Acquisition of 21st Century Competencies in the Context of Competence-Based Curriculum." In Competence-Based Curriculum and E-Learning in Higher Education, 121–40. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6586-8.ch006.

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Global reforms in the educational sector have laid critical emphasis on acquisition of relevant skills for individual and society development in the 21st century and beyond. Kenya rolled out the competency-based curriculum in 2018, which focuses on identifying and gauging specific learning competencies that are required for real world practice. Kenyatta University has begun to train graduate teacher trainees under the competency-based curriculum. The study sought to explore the level of graduate teacher trainee acquisition and utilization of 21st century competencies while undertaking the novel research methods unit offered to 2nd year undergraduate students. The results showed that students acquired and utilized digital literacy and collaboration while undertaking the course. The study provides critical and useful information that would assist in designing interactive online course units and activities hence enhancing learner engagement, acquisition, and utilization of 21st competencies and skills.
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Kariuki, Damaris Wakigondi, Wilson Mutuma Michubu, and Daniel Oketch Otieno. "Blended Mode of Teaching and Learning and Its Implication on Undergraduate Class Attendance." In Innovative Digital Practices and Globalization in Higher Education, 122–36. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6339-0.ch008.

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With the emergence of the COVID-19 pandemic, higher education institutions (HEIs) adopted the blended mode of teaching and learning as a mitigation measure to ensure continuity in teaching and learning. Blended learning seems to be the new normal in most universities post COVID-19. Regrettably, it was observed that students in the regular mode of study who were predominantly taught through face to face are registering low attendance in online classes. This study aimed to establish the implication of blended mode of learning on online class attendance among fourth-year regular undergraduate students in the Department of Educational Management, Policy, and Curriculum studies at Kenyatta University. The findings showed that the COVID-19 pandemic negatively affected online class attendance and engagements through the learning management system. Face to face was the preferred mode of learning. Poor internet connectivity, high cost of bundles, and distractions from the home environment were identified as challenges.
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Conference papers on the topic "Kenyatta University"

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Ayere, Mildred. "Blended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8711.

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Unemployment in Kenya relates closely to under skilling of learners arising specifically from teachers whose research potential has not been well harnessed through the present education system. In any teaching situation, the faculty’s role is to facilitate, guide, and motivate the learning process— training students to be lifelong learners and critical thinkers. Because information in the world is constantly changing, there is need to learn how to evaluate, integrate, and apply information, not simply memorizing accepted facts and theories. It is for these reasons that this study sought show how that undergraduate research skills lead to lifelong learning for teachers. This project used a quasi-experimental design (Pre-test/Post-test Design), with 3rd year Mathematics students of Maseno in the experimental cohort (Taken through an online facilitated research course but supervised face to face in both cohorts) of students and same cohort students from Kenyatta University in the control group (Taken through the face-to-face course without online follow up). The population consisted of 600 3rd year Math students, 55, 60 & 5 school of Education lecturers from Maseno, Kenyatta and Linnaeus Universities respectively. A sample of 200 students and 55 lecturers from both Kenyatta and Maseno University were drawn through the stratified random method, with stratification based on the University of each participant’s origin. Saturated sampling was applied for the Linnaeus lecturers. Data was collected through student and teacher questionnaires, online forum discussions and documentary analysis. The paired sample T-test was used to analyse the quantitative data. Preliminary findings indicated that a higher number of students who received the treatment (online support from supervisors) completed and submitted research reports (25%) as compared to only 15% from the control cohort. However, the final cumulative rating of the reports based on a qualitative scale by an independent team of researchers from Linnaeus university indicated that students who received treatment (taken through a facilitated online support area during the research course) performed much better (80% pass rate) as compared to students who did not receive the treatment (not facilitated through a taught research Course) with a 20% pass rate. These results show that training in research and creation of a community of practice in research is linked to performance in the field (Industry). Preliminary report further indicated that at least 2% of students in the facilitated research cohort are already directly benefiting from the research training received as an undergraduate.
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Njoroge, Rose, and David Nzuki. "Elearning induction model for the uptake of online courses: A case of Kenyatta University." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102306.

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MAUA, Michael. "The Reality of Library E-resources Acceptance by Postgraduate students of Digital School of virtual and Open Learning, Kenyatta University, Kenya." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764820.

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Kamanja, Lilian, Vamsi Komarala, Viresh Dutta, Sebastian Waita, and Kahoro Wachira. "Techno-Economic Analysis of a Rooftop Grid-connected Photovoltaic Solar System: A case study of Jomo Kenyatta University of Agriculture and Technology (SAJOREC)." In 2022 IEEE PES/IAS PowerAfrica. IEEE, 2022. http://dx.doi.org/10.1109/powerafrica53997.2022.9905282.

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