Egerton Journal of Education and Community Studies

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    University students’ perceived influence of selected family and internet access factors on vulnerability to radicalisation in Kenya: implications for counselling
    (Egerton University, 2025) Kositany Langat Lydia
    The threat and likelihood of radicalisation and recruitment into violent extremist groups has increased in Kenya and intemationally. Those at risk of being radicalised need to be identified and positive alternatives to extremism promoted. In Kenya, the government has promoted security-oriented interventions to fight radicalisation and terrorism over the softer approach called Countering Violent Extremism (CVE). The concern is the provision of long- term prevention-oriented interventions that would involve counselling individuals who are vulnerable. The students in public universities are vulnerable to radicalisation because there is maximum exchange of ideas in the university unlike the rigid ideologies of extremist groups. The family as the first socialization agent of an individual can contribute to vulnerability to radicalisation. Internet access too could make students vulnerable because it is a major platform for information exchange globally. This study focused on investigating university students’ perception on the influence of selected family and internet access factors on vulnerability to radicalisation in Kenya and implications for counselling. The mixed method convergent parallel research design was used. The target population comprised all the 443,783 students enrolled in 31 accredited universities, 120 student counsellors and 960 peer counsellors. Purposive sampling technique was used to select two public universities in Kenya. Determination of sample sizes were done using Yamane’s formula and proportional sampling employed. The study sample size comprised of 644 respondents as follows: 216 students from University A; 184 students from University B; 26 student counsellors and 218 peer counsellors from the two public universities. Questionnaires, interview schedules and focus group discussions were used to collect data from the university students, student counsellors and peer counsellors, respectively. A Cronbach alpha value of 0.79 was derived from data collected in a pilot evaluation of the student questionnaire. Descriptive and inferential statistics were used to analyse the data. Statistical Package for the Social Sciences (SPSS) version 23.0 and QSR NVivo 12 for Windows aided in data analysis. The study found that family type had insignificant influence on vulnerability to radicalisation. The parenting styles, religious beliefs, social economic status and internet access factors all had significant association between the variables and vulnerability to radicalisation. The results of this study may be beneficial to university counsellors, students, institutions of higher learning and the government in prevention of radicalisation. The findings also form a frame of reference for further research and formulation of counter radicalisation and violent extremism policies. The study recommended that counselling needs to be used and strengthened to prevent
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    The influence of teacher characteristics on ICT adoption among secondary school teachers in Kenya
    (2015-12-03) Komen, K. H.; Cheplogoi, S. K.; Kirui, V. C.
    The society is moving very fast into a digital world with Information Communication Technology revolution. Education has not escaped with teaching and learning processes coming under scrutiny in ICT standards and impacts. ICT tools have helped to improve autonomy in learning, stimulate students’ sensory and cognitive curiosity, develop life skills, boost self-confidence and facilitate the learning of abstract ideas and theories. The purpose of this study was to investigate the influence of teacher characteristics on adoption of ICT among secondary school teachers. .A total of 102 respondents participated in the study of which eight public secondary schools which had introduced computers were selected using simple random sampling method. Structured questionnaires were used for data collection and likert scale was used in rating responses while interview schedule was used to collect data from the principals. Data was analyzed using Statistical Package for Social Sciences (SPSS) where descriptive statistics including frequency tables, percentages and means were generated .Chi-square and regression analyses on the other hand were the main inferential statistics used to test the hypotheses of the study. were the main used while. Findings of the study indicated that teachers had not fully adopted ICT in teaching and learning despite showing positive attitudes towards adoption of ICT. Age was the only characteristic tested that had a statistical significance. The study recommends that policy makers and curriculum developers should consider making ICT as a core subject in secondary schools. Teachers need to be in serviced on the use of ICT in the teaching and learning process. Furthermore, secondary school principals should provide prudent leadership in ICT implementation.
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    The influence of teacher characteristics on ICT adoption among secondary school teachers in Kenya
    (2015-12-02) Komen, K. H.; Cheplogoi, S. K.; Kirui, V. C.
    The society is moving very fast into a digital world with Information Communication Technology revolution. Education has not escaped with teaching and learning processes coming under scrutiny in ICT standards and impacts. ICT tools have helped to improve autonomy in learning, stimulate students’ sensory and cognitive curiosity, develop life skills, boost self-confidence and facilitate the learning of abstract ideas and theories. The purpose of this study was to investigate the influence of teacher characteristics on adoption of ICT among secondary school teachers. .A total of 102 respondents participated in the study of which eight public secondary schools which had introduced computers were selected using simple random sampling method. Structured questionnaires were used for data collection and likert scale was used in rating responses while interview schedule was used to collect data from the principals. Data was analyzed using Statistical Package for Social Sciences (SPSS) where descriptive statistics including frequency tables, percentages and means were generated .Chi-square and regression analyses on the other hand were the main inferential statistics used to test the hypotheses of the study. were the main used while. Findings of the study indicated that teachers had not fully adopted ICT in teaching and learning despite showing positive attitudes towards adoption of ICT. Age was the only characteristic tested that had a statistical significance. The study recommends that policy makers and curriculum developers should consider making ICT as a core subject in secondary schools. Teachers need to be in serviced on the use of ICT in the teaching and learning process. Furthermore, secondary school principals should provide prudent leadership in ICT implementation.
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    The Role of Financial Institutions in Enhancing Women’s Literacy in Kenya. A Case of Baringo County
    (2015-12-02) Oino, Peter Gutwa; Kipkemei, C.
    Financial institutions are critical to modern functional economies throughout the world. Financial institutions have increased investment opportunities for women particularly in developing countries. However, most women have had challenges because of their low level of education and knowledge in the utilization of financial services. Therefore, the aim of this study was to establish the role of financial institutions on the literacy of women on financial issues in relation to their development in Baringo County. The specific objective of the study was to establish the role of financial institutions on empowering women in the study area to access financial services. The study was based on agency theory. The study adopted descriptive survey design. The researcher used questionnaire and interviews as the main instruments for collecting data. Data was analyzed using descriptive and inferential statistics with the help of Statistical Package of Social Science (SPSS). The study concluded that women are considered to be lesser beings in the society and therefore sidelined in educational matters. This has affected their literacy enhancement and development for the reason that most women are not encouraged by their spouses to access loans and other financial services for development. Additionally, most women especially in the rural areas are less educated and most of them have less or no knowledge at all concerning financial institutions and its services. The study recommends that women to be given access to formal education as well vocational training so as to gain knowledge on the how they can utilize financial institutions for their own development in the community.
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    Challenges and Achievements in the Implementation of Mdg for Women and Girls in the Area of Education in Rural Kenya
    (2015-12-02) Muthiga, Margaret; Parsitau, Damaris
    While governments and other stakeholders try to improve access, equity, quality and relevance in education, only access and equity partly have a small impact. The progress and the role of the MDG in relation to education for women and girls in rural Kenya reveals that their rights and equality in primary education are recognized and close to being achieved but disparities persist, mostly at higher levels of education where there is poor enrollment and hence low completion rate. Maternal mortality and gender violence continue to be a challenge. Factors like cultural, historical, economical and capacity of teachers are critical in addressing quality education. This creates unattainable literacy development to many women and girls. We will try to look at issues affecting women and girls in literacy empowerment and mobility in relation to educational development in our cultural background. We will bring their own voices to show how education policies that results from bad politics have a deep impact on their perception of identity/ self, and this hinders literacy development. The social and outdated cultural structures hinder them from realizing their full potential and leave a deep impact on their quality of education. Women and girls must have equal opportunities for quality education, employment and enjoyable life in the society. Governments and private sectors should work together to provide opportunities for lifelong learning and skills development thus improving literacy development and capability. We believe change is the law of life and goals are not only absolutely necessary to motivates us.
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    The Influence of Teacher Characteristics on ICT Adoption among Secondary School Teachers in Kenya
    (2015-12-02) Komen, K. H.; Cheplogoi, S. K.; Kirui, V. C.
    The society is moving very fast into a digital world with Information Communication Technology revolution. Education has not escaped with teaching and learning processes coming under scrutiny in ICT standards and impacts. ICT tools have helped to improve autonomy in learning, stimulate students’ sensory and cognitive curiosity, develop life skills, boost self-confidence and facilitate the learning of abstract ideas and theories. The purpose of this study was to investigate the influence of teacher characteristics on adoption of ICT among secondary school teachers. .A total of 102 respondents participated in the study of which eight public secondary schools which had introduced computers were selected using simple random sampling method. Structured questionnaires were used for data collection and likert scale was used in rating responses while interview schedule was used to collect data from the principals. Data was analyzed using Statistical Package for Social Sciences (SPSS) where descriptive statistics including frequency tables, percentages and means were generated .Chi-square and regression analyses on the other hand were the main inferential statistics used to test the hypotheses of the study. were the main used while. Findings of the study indicated that teachers had not fully adopted ICT in teaching and learning despite showing positive attitudes towards adoption of ICT. Age was the only characteristic tested that had a statistical significance. The study recommends that policy makers and curriculum developers should consider making ICT as a core subject in secondary schools. Teachers need to be in serviced on the use of ICT in the teaching and learning process. Furthermore, secondary school principals should provide prudent leadership in ICT implementation.