The Moderating Role of Teacher Self-Efficacy in Technology on the Relationship between Transformational Leadership Style and ICT Integration in Teaching and Learning

In spite of the trainings mounted by the government and other stakeholders in Education to capacity build the teachers in using technology the uptake has been low Previous studies report that the integration of Information Communication and Technology ICT into the curriculum remains problematic in the school context Some of the problems encountered in the process of integrating ICT into the curriculum are school leaders perceptions of ICT It is against this backdrop that the present study sought to investigate how transformational leadership style predicts ICT integration in teaching and learning in public primary schools in Nairobi County and the moderating role of teachers self-efficacy on technology and school environment respectively The target population for this study comprised of 6150 teachers drawn from public primary schools in Nairobi County The study was conducted in a sample of the public primary schools in the eleven sub-counties of Nairobi County namely Embakasi Makadara Kamukunji Starehe Njiru Kasarani Westlands Langata Kibra Mathare and Dagoretti Simple random sampling from the target was employed in the study Teachers responded to a structured questionnaire while the head teachers had an in-depth intervie

Households’ Involvement in Monitoring and Evaluation Decision-Making and Performance of Tanzania Conditional Cash Transfer Project

Poverty is one of the challenges affecting developing countries. In the efforts to curb this problem, Tanzania has been implementing a Conditional Cash Transfer project for reducing the poverty reduction rate among households that were identified to be extremely poor. Therefore, this study assessed the extent to which households’ involvement in Monitoring and Evaluation decision-making influenced the performance of the Tanzania Conditional Cash Transfer Project. Descriptive cross-sectional and correlational research designs were used, supported by a pragmatic paradigm. By using Yamane’s (1967) formula, a sample size of 400 respondents was obtained from a target population of 61,240 households. Data were collected through administered questionnaires, key in-depth interviews, and focus group discussions. The findings established a significant influence between households’ involvement in Monitoring and Evaluation decision-making (t=4.970, p-value=0.000) on the performance of the Tanzania Conditional Cash Transfer Project. It was concluded that households’ involvement in Monitoring and Evaluation decision-making played a significant role in the performance of the Tanzania Conditional Cash Transfer Project. Therefore, it was recommended that implementers of the project were required to establish the section in the M&E document that incorporates the involvement of households at the decision-making levels as a catalyst for influencing the performance of the Tanzania Conditional Cash Transfer Project

Professional Development In Monitoring And Evaluation And Result Utilization In Meru Region In Kenya

This study was carried out to determine the influence of professional development in Monitoring and result utilization in Meru Region; Kenya. Pragmatic approach was used to lay foundation for a mixed mode approach in methodology thus allowing for both descriptive and inferential analysis of data. The study targeted employees working in project organizations in the region and had an experience of over two years. The sample size was 218. In general, the study noted high level of M&E results utilization at project level by project employees and that Professional development activities were being carried in the region at moderate extent. Together, all activities carried out to develop professionalism in M&E had a positive high correlation thus concluding that they have influence on the actual utilization of M&E result. The study established that a unit increase in professional development in the region result to 43.6% increase in M&E result utilization. It was recommended that more of professional development activities in M&E be undertaken to include even other users of M&E result outside the Project organization to maximize on the evaluation results in order to justify the resources used in carrying M&E in organizations

Resource Allocation, Evaluational Capacity Building M&E Results Utilization Among Community Based Organizations in Meru County in Kenya

Building capacity for evaluation has become a big concern in the effort of ensuring that evaluations are meaningful. Part of this capacity includes making sure that M&E activities have resources needed to carry them out. This study sought to establish the influence of allocating resources for M&E activities on the utilization of M&E result at the project level in Kenya’s Meru County. The study used a mixed mode approach in methodology and it was both a descriptive survey and a cross-sectional survey and used both descriptive and inferential analysis of the data collected. The study sampled 186 respondents from a targeted population of 430 employees working in Non-Governmental organizations and other community based organizations in the county. The study showed that resources were allocated for various M&E activities to a great extent. The study also noted high level of M&E results utilization at project level by project employees and all the indicators of resources allocation had positive correlation with M&E result utilization. It was noted that for every unit increase in resource allocation, there was an increase of 26.1% in M&E result utilization score which is a percentage that would justify allocating resources for M&E activities by project organizations

Learners’ self efficacy and academic performance of distance learning students in selected Kenyan public universities.

Academic performance of distance learning students has been of concern to researchers. Several researches done since 1920s in developed countries have revealed that there is no significant difference in performance between distance learning students and conventional students. In Kenya, however, the result findings have been inconsistent. The objective of this study was to establish the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance of distance learning students. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The target population consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance was statistically significant. Key words: Distance learning students, learners’ self efficacy, academic performanc

Curriculum resources and academic performance of distance learning students in selected Kenyan public universities.

Distance learning is a mode of study which involves the separation of the lecturer from the student in space, time or both. The mode of study is increasingly being adopted globally due to development in technology, its flexibility and the benefits which accrue to individuals and the society as a result of investment in education. Academic performance of distance learning students has been of interest to scholars. Findings in developed countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish the extent to which curriculum resources influence academic performance of distance learning students in selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that curriculum resources, significantly and positively influence academic performance of distance learning students. The study recommends that effort should be geared towards enhancing accessibility and the use of online curriculum resources by distance learning students. Key words: Distance learning, curriculum resources, academic performanc

Influence of Technological Environment on Performance of Gated Community Housing Projects in Nairobi County, Kenya

The principal objective of the study reported in this article was toempirically assess the influence of technological environment onperformance of gated community housing projects in Nairobi County,Kenya. The study population comprised of all active gated communityhousing projects initiated in 2009 – 2014. A total of 572 respondents weredrawn from 143 sampled gated community housing projects from theseventeen sub-counties of Nairobi County (four members were drawn fromeach sampled gated community project – client, consultant, contractor, andthe gated community facility manager) using census, stratified, simplerandom, and purposive sampling techniques. A standardized open endedinterview guide and a questionnaire with both open and closed-ended itemswith Likert-type interval scale anchored on a five point scale were used tocollect data. Descriptive statistics show that respondents agreed that to a verygreat extent their projects used locally made plant and equipment (M=4.80,SD=0.40), to a great extent skills were available for operation of the plantand equipment (M=4.04, SD=0.47), to a great extent team members withnecessary skills to operate and use the plant equipment were available(M=4.0, SD=0.43), to a very great extent use of information andcommunication technology (ICT) was satisfactory (M=4.49, SD=0.71), to avery great extent computer aided drafting (CAD) was used (M=4.62,SD=0.71), to a very great extend 3D visual illustrations - BuildingInformation Modelling, was used (M=4.65, SD=0.48), and to a very great extent electronic mails and communication was used (M=4.86, SD=0.34.Results from inferential statistics show that r is equal to 0.559, indicating thattechnological environment has a moderately strong influence on performancein gated community housing projects. The value of r squared is 0.312,indicating that technological environment explains 31.2% of the variation inthe performance in gated community housing projects in Nairobi County,Kenya. The β coefficient is 0.327, indicating that technology environmenthad statistically significant influence on the performance of gatedcommunity housing projects (β=0.327, t= 4.758, p=0.000<0.05). Consideringthe p value, it can be noted that the p value for technological environment(p=0.000) is statistically significant. The β value imply that one unit changein performance in gated community housing project is associated with 32.7%changes in technological environment

The influence of gender in the relationship between Participatory Monitoring and Evaluation, and Citizen Empowerment

Participatory monitoring and evaluation (PM&E) has over the years been considered indispensable means to citizen empowerment. However, the validity of this claim has hardly been established empirically. This study sought, not only to establish the influence of PM&E on citizen  empowerment, but also the moderating role of gender in this relationship. The empirical investigation took the form of a mixed-methods approach involving concurrent parallel design, in which samples for quantitative and qualitative components were different but drawn from the same population and data collected within the same timeframe. Two hundred and twelve participants responded to a self-administered questionnaire. Two Focus Group Discussions (FGDs) were also conducted to establish the qualitative mechanisms at play in the quantitative data generated. Participants of the study were community members who participated in a World Vision International’s PM&E model dubbed ‘Integrated Programming Model’. Whilequantitative data were analysed through linear regression analyses, the qualitative component utilized interpretive technique, coding and recursive abstraction. Both the quantitative and qualitative findings support the notion that there is a positive linear relationship between PM&E and citizen empowerment; and that gender does not significantly moderate the relationship between PM&E and citizen. The study revealed that PM&E can be a tool for pacifying the effect of inequality, since the experience of empowerment outcomes is not sensitive to one’s gender.Key words: Citizen Empowerment; Participatory Monitoring and Evaluation, gende

Learner Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi

Adult learners are regarded as a key and viable clientele for colleges and universities worldwide. Not only do they provide additional tuition revenue, but also bring the richness and variety of their knowledge and life experience to the classroom. Retaining and graduating students are paramount to the overall success of colleges and universities. Despite significant efforts on the part of many colleges and universities to increase student retention and graduation rates, these rates have remained relatively low. This study sought to establish how the provision of learner support services influences the retention of distance learners at the University of Nairobi. The study was grounded on the Vincent Tinto model of institutional departure, Psychological model of student departure by John Bean, Input-Environment-Outcome Model by Alexander Astin, and the Transactional Distance Theory. Quantitative data was collected through structured self-administered questionnaires while qualitative was collected through focus group discussions after research instruments were pilot tested for reliability through test-retest criterion and validity through content related method. The statistical tools of analysis for descriptive data were arithmetic mean and standard deviation while for inferential statistics were Pearson’s Product Moment Correlation (r), simple regression, multiple regressions and stepwise regression (R2) and F-tests were used to test hypotheses in the study. Hypotheses test was done and results were as follows: H01: Academic Support Services have no significant influence on the retention of distance learners at the University of Nairobi with R2=0.404, was rejected and H1 was accepted and concluded that Academic Support Services had a statistically significant influence on the retention of distance learners at the University of Nairobi. Keywords: Academic Support Services, Adequate Tutoring, Feedback, Interaction with instructors, Learner Support Services, Mentoring, Module availability, Retention. DOI: 10.7176/JEP/10-29-01 Publication date:October 31st 201

PanAfrican Research Agenda on the Pedagogical Integration of ICTs. 3rd International Conference on ICT for Development, Education and Training, Accra International Conference Centre Accra, Ghana May 28 – 30, 2008-05-212008-05-21

L’objectif spécifique de ce projet de recherche est de mieux comprendre comment l’intégration pédagogique des TIC peut améliorer la qualité de l’enseignement et de l’apprentissage en Afrique. Le développement d’un observatoire en ligne sur les TIC et l’éducation en Afrique (HYPERLINK «http://www.observatoire.org»www.observatoire.org) représente l’activité principale du projet dans sa phase initiale (2007-2009). L’observatoire crée un espace innovant de partage de connaissances pour les chercheurs et les praticiens de tous les pays africains. Initialement, les pays dans lesquels de nouvelles données seront collectées et partagées sont : le Sénégal, le Mali, le Cameroun, la République centrafricaine, la République du Congo, l’Afrique du Sud, le Mozambique, le Kenya, l’Ouganda et l’Égypte.Horaire / Schedule, p. 5; Le projet PanAf, p. 7; The PanAf project, p. 12; Prof. Thierry KARSENTI, p. 16; Dr Moses MBANGWANA Managing research teams from eleven countries to achieve a Pan African research project and publications, p. 17; Dr Christopher Mwangi Gakuu Closing the Chasm: Are secondary school teachers in Kenya using ICTs effectively to deliver curriculum content? p. 18; Prof. Mohamed MAÏGA Les technologies de l’information et de la communication dans la formation initiale des enseignants du secondaire permettent-elles une intégration pédagogique réussie ? p. 19; Dr Jean M’BOLIGUIPA Intégration des technologies de l’information et de la communication dans l’enseignement secondaire en Centrafrique : facteurs bloquants et solutions appropriées, p. 21; Dr Samuel MAWETE La problématique de l’intégration pédagogique des TIC dans la formation des inspecteurs de l’enseignement primaire à l’École Normale Supérieure de Brazzaville. p. 22; Quelques membres de l’équipe PanAf / A few members of the PanAf team, p. 23