School of Arts and Social Sciences
Permanent URI for this community
SAH
Browse
Browsing School of Arts and Social Sciences by Author "Ayiro, Laban Peter"
Now showing 1 - 14 of 14
Results Per Page
Sort Options
Item The award of the PhD degree in Kenyan universities: a quality assurance perspective(Quality in Higher Education, 2011-08-10) Ayiro, Laban PeterThis article attempts to bring to the fore the need for enhanced quality assurance processes in the award of PhDs by Kenyan universities. The findings reveal that quality challenges exist in the institutional processes established for the award of this advanced degree across the universities in the country. It is hoped that the findings will stir debate and urge the universities to re-evaluate and revamp their quality-control systems for the award of not only the PhDs but all their other degrees and diplomas, the ultimate outcome of this effort being a quality human resource for Kenya’s socio-economic development.Item Challenges Faced in Implementing SPICES Model at Moi University College of Health Sciences, Eldoret, Kenya(World Journal of Medical Education and Research, 2018) Katwa, J. K; Baliddawa, J; Ayiro, Laban Peter; Kei, RBackground: The foundation of SPICES Model of teaching and learning is in its facilitation skills and resources which are vital to student learning. SPICES Model is a mode of teaching in the undergraduate medical curriculum at the Moi University College of Health Sciences. Objectives: The objective of this study was to outline the challenges facing innovative teaching and learning method at the College of Health Sciences. Methods: 274 students, 65 lecturers and 9 administrators were recruited into the study. Self-administered questionnaires with both qualitative and quantitative were used in data collection. Questionnaire utilized a five point Likert scale (1-Totaly disagree, 2-Disagree, 3- Not Sure 4-Agree and 5-Totally Agree). Cronbach’s alpha, median and inter-quartile range (IQR) was calculated in SPSS 22.P-value less than or equal to 0.05 was taken as statistically significant. Ethical approval was obtained from the Institutional Review and Ethics Committee (IREC) of Moi University and Moi Teaching and Referral Hospital. Results: 58 (23%) of students said that the program is confusing; rarely do we know what is expected of us. Others, 72 (29%) said it demands a lot from the student; while 58 (23%) hold the view that this system gives excuse to the lazy lecturers to avoid going to class to teach in the name of the students doing self-directed learning. Sixty two students (25%) think that tutorials are overcrowded. Majority of the lecturers 40 (62 %) said that SPICES Model is not improving with a large number of them 26 (40 %) saying all members of staff should be re-trained on SPICES Model of teaching and learning in order to improve it, however some of them 5(8 %) wanted SPICES Model to be abolished. There was no statistical significance between the number of years the lecturers who have been teaching and whether SPICES Model was improving or not as the p-Value ( 0.138) this result was not statistically significant at p < 0.05. Conclusions: The main challenges were the inadequate teaching and learning resources and training in SPICES Model of teaching and learning to both staff and students. There is overcrowding in all courses in the College, to mitigate on that, management should consider reducing intake until such a time that new facilities are in place. Recommendations: The college should organize annual workshops; separately for both students and lecturers to refresh on SPICES Model of teaching and learning and this will increase acceptability of this program moreover there is need to increase teaching and learning resources; such as teaching space, laboratories and library; whiteboard, LCD projectors, computers, e-books and internet connectivity and reduce intake until such a time that new facilities are in place.Item The Church and Politics: A Theological Reflection(Hippobooks, 2021) Boyo, Bernard; Ayiro, Laban PeterThe Church and Politics offers an introduction to African political theology that is thorough, practical, and deeply powerful. From traditional power structures to the political ramifications of colonialism, Dr. Bernard Boyo provides a foundation for understanding Africa's contemporary political concerns in their cultural and historical context. Alongside this overview of African political history, Boyo traces the impact of Western missionaries, evangelicals, liberation theology, and African theologians on the church's understanding of itself and its role within society. This book critiques the emphasis on individual salvation that has so often led the church into abdicating its societal responsibilities and provides an exegetical analysis that firmly roots political engagement within a scriptural framework. The church, we are reminded, has a mandate to bring justice and righteousness into every aspect of human experience. As we follow Christ, it is not just our personal lives that should be transformed but our communities and even our nations.Item Education leadership in a globalized economy(Journal of Science and Technology Education Research, 2010-09-01) Ayiro, Laban Peter; Sang, James K.The 21st century has ushered in a new revolution in education leadership structures which have become the occasion of less hierarchical - more flattened, more fluid organizations. Today's management and leadership are driven by relationships that make the most of people's knowledge and enabled by networks with improved connectivity. Changing management structures, flatter organizations and new partnering arrangements implies more roles for 21st Century leader, multiple stakeholders and an increasingly fragmented job where they continually face trade-offs in time, energy and focus. Their challenges include matching their leadership style to a fast-moving, complex, technology enabled education sector; holding multiple points of view without being overloaded; working with others in virtual teams, globally; articulating a compelling future vision; guiding distinct groups of people to deliver education goals. A leader in the 21st Century must of necessity embrace persuasion and negotiation in order to obtain support from those under their supervision. Such leaders must be able to motivate, empower, articulate and innovate. This paper examines and highlights some of the skills. It argues out the necessity of developing and employing these skills in the Kenyan education sector for quality outcomes.Item HIV/AIDS and its impact on education in sub-Saharan Africa: policy initiatives and challenges.(Emerald, 2012) Ayiro, Laban PeterImpact mitigation strategies in sub-Saharan Africa on HIV/AIDS in the education sector involved initially the development of education sector policies. This study traces the policy development initiatives, level of implementation, progress made and existing challenges. The study is based on a close (textual) reading of authoritative literature from United Nations Programme on HIV/AIDS (UNAIDS), World Bank, UNESCO and UNICEF for the last decade on global monitoring of HIV/AIDS and statistical data. Studies on the impact of HIV/AIDS on the education sector in sub-Saharan Africa have been brought into focus and themes have been extracted and synthesised from a comparative perspective to guide the development of this chapter. Across the countries, the education sector HIV/AIDS policies had concurrence with the countries’ national HIV and AIDS policy or guidelines, and conformed to international conventions, national laws, policies, guidelines and regulations. Most of the countries in Sub-Saharan Africa showed a significant decline in HIV prevalence among young women or men and opportunities to improve HIV-prevention knowledge and behaviour still abound. Antiretroviral therapy and other types of treatment have expanded since the early 2000s, but the number of AIDS-related deaths remains high. This chapter fulfils an identified information/resources need and amplifies the progress achieved in the mitigation of the impact of HIV/AIDS on the education sector specifically and humanity in general.Item How We Made Breaking Bad News Skills Training Workshop Relevant to Twenty-First Century Residents at Moi University School of Medicine(World Journal of Medical Education and Research, 2018) Chumba, D; Ayiro, Laban Peter; Chang'ach, J. K; Marete, IIntroduction: Breaking bad news to patients is one of the most common, and often difficult, responsibilities in the practice of medicine, particularly in cancer related diagnosis. Breaking bad news in an abrupt and insensitive manner may not only be devastating for both the patient and his or her family but is also associated with poor treatment outcomes and doctor burnout. This task is commonly done by residents who are on training. The complexity of the current resident work environment, including the impact of making money or finances in third world countries, is underappreciated. A study to establish the effectiveness of a training intervention to assist residents in breaking bad news hit a big snag when the training workshop, which was held on a weekend, received approximately 10 attendees. 40 attendees were expected. Methods: A quantitative research approach, a quasi-experimental group design was utilized. A purposeful sample of 80 physicians who are residents were selected for the study on a first-come-first-served basis. They were then randomly grouped into two groups: test group and control group. Test group was trained and compared with the control group. Perceived competence in performing breaking bad news tasks by residents was measured using two learning domains: cognitive and affective. These evaluated self– efficacy, empathy and physician’s beliefs before and after the training. To achieve this, we designed a flipped classroom program and, two weeks later, a workshop for the test group was held. Cronbach’s alpha, median and interquartile range (IQR) was calculated in SPSS version 22. P-value less than or equal to 0.05 was taken as statistically significant. Ethical approval was obtained from the Institutional Review and Ethics Committee (IREC) of Moi University and Moi Teaching and Referral Hospital. Results: A post-workshop survey of residents’ self-efficacy score in breaking bad news tasks, empathy scores using JSPE and physician belief scores were assessed. The post-workshop survey revealed that the residents’ self-efficacy scores improved significantly when compared with the control group. However, empathy scores and physician belief scores did not change significantly. Resident responses also exposed some challenges in communication skills training in real-life clinical settings for them. There was an apparent less humanistic approach to patients by residents suggesting biomedical curriculum based on the philosophy of science and less or limited in the ‘humanistic’ one based on the art of medicine. Conclusions: Innovative flipped classroom format in combination with workshop sessions allows easy incorporation of breaking bad news skills training for residents in a postgraduate training program.Item Measuring Learning Outcomes in Kenya: Context and Perspectives(Emerald, 2016-01-06) Ayiro, Laban PeterThe education system in Kenya is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was due to the massive investment in education by successive governments over the last two decades. Today, most Kenyans expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. To identify the most important measures for education and other issues and provide quality data on them to the country, there is a need for the ministry of education to establish a National Education Indicators framework. This criterion is hoped to enable policy makers and the public better assess the position and progress of the country across the education sector. The key task in developing education indicators will be to identify a clear and parsimonious set of measures and data that will be easy for non-specialists to understand but which will also do justice to the complexities of the ailing education system. These indicators will amplify the existing situation and will be drawn from a large, and sometimes conflicting, body of information about students, teachers and schools. The purpose of this study is to propose and urge the government to develop a national framework of indicators that will inform stakeholders on the performance of the education system, both at school and national level.Item Provision of Education to the ‘Hard to Reach’ Amidst Discontinuity in Nomadic Communities in Kenya(FIRE: Forum for International Research in Education, 2016) Ayiro, Laban Peter; Sang, James K.Abstract This study explores why nomadic children in the counties of Turkana and West Pokot are left behind in the primary education process despite free primary education (FPE), and considers the variables that contribute to high dropout rates, low enrollment, poor attendance, and unsatisfactory academic achievement with a view of bringing out possible strategies to mitigate against these factors of discontinuity. Based on a study conducted in two counties in Kenya, results suggest that formal education in Kenya has not effectively served the nomadic communities. Education indicators in these counties revealed that nomadic groups are at the bottom in national statistics pertaining to enrollment rates, school participation, classroom performance, gender balance, student achievement, progression to the next level of education and by extension training.Item Relationship between Forms of Career Guidance, Academic Performance and Subsequent Career Choice of High School Girls: A Case of Vihiga County, Kenya(Journal of Education and Practice, 2017) Mudulia, Mabel Ambogo; Ayiro, Laban Peter; Kipsoi, EmmySustainable development goal number five of the 2030 agenda aims to achieve gender equality and empower all women and girls. The Kamunge Commission report of 1988 recommends that schools and universities provide guidance to university applicants to enable them make rightful choices. The paper objectively looks at the forms (processes, programmes and activities) of career guidance used in secondary schools and its effect on girls’ performance and career choice. The study embraced a mixed methods approach. Form four girls of 2012 in mixed and girls’ secondary schools in Vihiga County formed the target population. Thirty (30) schools were selected from the 112 mixed and girls’ secondary schools in the county by stratified sampling using the 4 constituencies as strata. Purposive sampling was then used to select 30 principals, 30 career guidance teachers, 4 district quality assurance officers and one county director of education. One hundred and eighty (180) students were randomly sampled. Data was collected using questionnaires, content analysis and interview schedules. Quantitative data was analyzed using frequencies, means, standard deviations, and Pearson’s product moment correlation while qualitative data was analyzed thematically. For all statistical tests, the alpha (significance) level was set at .05. The result of the analysis indicated that there was a statistically significant relationship between career guidance and, academic performance and career choice, r = 0.513, p< 0.05.The major forms of career guidance identified were class counseling, group counseling involving subject choices, and filling of joint admission board forms. The study found out that schools that were better equipped and staffed, with more career guidance programs had better performance and sent more students to public universities for admission into a variety of careers than the understaffed schools with no equipment. The study concluded that career guidance is essential yet many schools are not adequately funded, equipped and staffed for it. It recommends that career guidance be incorporated into mainstream curricular. The study has practical implications for the ministry of education and school administrators to provide a broad range of career guidance activities and programs to help learners make sound career choices.Item Repositioning Africa in global knowledge production(The Lancet, 2018-08) Fonn, Sharon; Ayiro, Laban Peter; Cotton, Philip; Habib, Adam; Mulwa, Peter; Mbithi, Felix; Mtenje, Alfred; Nawangwe, Barnabas; Ogunbodede, Eyitope O; Olayinka, Idowu; Golooba-Mutebi, Frederick; Ezeh, AlexSub-Saharan Africa accounts for 13·5% of the global population but less than 1% of global research output. In 2008, Africa produced 27 000 published papers— the same number as The Netherlands. Informed by a nuanced understanding of the causes of the current scenario, we propose action that should be taken by African universities, governments, and development partners to foster the development of research-active universities on the continent.Item The Role of Educational Technology and Elearning During Covid-19 Pandemic and its Impact on the Higher Education Sector in Kenya(Lexington Books, MD, 2022) Ayiro, Laban Peter; Munyao, Martin; Wambua, AnthonyOnline Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.Item The role of social entrepreneurship in HIV/AIDS management across the education sector in Kenya(Journal of European Industrial Training, 2009-07) Ayiro, Laban PeterPurpose – The overall purpose of this study is to identify key entrepreneurial variables in the realm of social entrepreneurship that may contribute to enhancing impact mitigation of HIV/AIDS. In addition, the study seeks to establish which of the correlations between the entrepreneurial variables and management of response of impact mitigation of HIV/AIDS were significant at the 0.001 level. Design/methodology/approach – The study adopted a cross-sectional survey design. The analysis engaged a correlational qualitative research approach so as to enable the researcher determine whether the correlation between entrepreneurial management initiatives and the management of the response on the impact of HIV/AIDS in the education sector was statistically significant. Findings – The result of the correlation analysis showed that organizational boundaries, work discretion, rewards management support and time availability explain about 53 per cent of the aspects of management response to HIV/AIDS impact mitigation. The correlations were statistically significant at the 0.001 level. The implication is that introduction of entrepreneurship within institutions dealing with HIV/AIDS in the education sector would lead to improved mitigation of the impact of the scourge on the sector. Research limitations/implications – The study considers one thematic area in the HIV/AIDS mitigation process, that is management of the response, leaving three other thematic areas, namely: care and support, prevention as well as HIV/AIDS and the workplace. The generalization of the study’s results will therefore be limited. Originality/value – The study established that administrative management practices are not effective in the management response to impact mitigation of HIV/AIDS in the education sector. It therefore proposes innovative, approaches to the mitigation effort. This in turn calls for a dramatic shift in management that entails the extension of market principles into social institutions, government and civil society and an inevitable blurring of the boundaries between these sectorsItem Students’ Perception and Preference of Problem Based Learning at Moi University College of Health Sciences(World Journal of Medical Education and Research, 2018-03) Katwa, J. K; Ayiro, Laban Peter; Baliddawa, J; Kei, RThe purpose of this study was to assess the perception and preference of the SPICES model among students at the Moi University College of Health Sciences. We can define innovative teaching and learning method or the SPICES model as a program or series of events which the teacher implements to assist the student to remain focused on what that individual is doing. Problem-based learning is considered superior to the lecturebased learning due to long-term retention of knowledge, development of generic skill and attitudes. This study looked into the students’ views of problem-based learning versus lecture-based learning in Moi University College of Health Sciences. Methods: 274 students were divided to School of Medicine, School of Public Health, School of Nursing and School of Dentistry as per their number of students in each school. Self-administered questionnaires were used in quantitative data collection while in-depth interviews quantitative were used in qualitative data collection. A reliable and valid questionnaire utilized a five-point forced Likert scale (1-Totaly disagree, 2-Disagree, 3-Not Sure 4-Agree, and 5-Totally Agree). Cronbach’s alpha, median and inter-quartile range (IQR) were calculated in SPSS 22.P-value less than or equal to 0.05 was taken as statistically significant. Ethical approval was obtained from the Institutional Review and Ethics Committee (IREC) of Moi University and Moi Teaching and Referral Hospital. Results: The response rate among students was 250 (91%) out of 274 who were given questionnaires. Majority of the students 179 (72 %) preferred SPICES model compared to 71 (28 %) who preferred lecture method of learning. A chi-square test to determine the measure of association between schools and preference of Problem Based Learning and Lecture method of learning showed no statistical significance with a P-value of 0.092; at p < 0.05. Conclusions: Problem based learning is fun, provides contextual learning and imparts long -term retention of knowledge through students’ active participation in a small group. It also promotes generic skills and self-directed life-long learning.Item Teachers’ Gender Influence on Adoption and Use of Information and Communication Technology in Public Secondary Schools in Kenya(African Journal of Education, Science and Technology, 2018-06-01) Oduor, Nekesa Hellen; Ayiro, Laban Peter; Boit, JohnThe purpose of this study was to establish the influence of teachers’ gender on adoption and use of Information and Communication Technology (ICT) in public secondary schools in Kenya. The objective was to: Determine the effect of gender on adoption and use of ICT in public secondary schools. Target population was 30,080 teachers under the ICT Economic Stimulus Programme (ESP). Simple random sampling technique was used to obtain 244 teachers. A mixed methods research design inclined towards quantitative strategy was adopted. The study was informed by pragmatic philosophical paradigm. Teachers’ gender constituted the independent variable, while adoption and use of ICT was the dependent variable. Data was collected by closed-ended questionnaire and interview schedule, organized and presented using frequency, mean and standard deviation tables. The hypothesis was tested by Pearson’s correlation coefficient. The number of male teachers and female teachers was 162 and 82 respectively. However, the use of computers by males had a mean of 3.679 and the female 3.4756 on a Likert scale of 1 to 5. The use of Liquid Crystal Display (LCD) projectors had a mean of 2.5802 for male teachers and 2.4390 for female teachers. Use of printers had a mean of 4.1605 for males and 3.914 for females. Also, use of internet had a mean of 3.3765 for males and a mean of 3.353 for females. All the responses on items relating to adoption were between 4.0 and 5.0 which would mean agreeing and strongly agreeing respectively, hence the teachers were not using ICT in secondary schools. The hypothesis, HO1: There was no significant relationship between gender with adoption and use of ICT, male teachers ranked higher than female teachers on the use of IT for instructional support with mean ranks of 124.03 and 119.47 respectively after testing using Mann Whitney U test. The p value was 0.624 which was greater than P = 0.05 hence the hypothesis indicated that there was no statistically significant relationship between gender with adoption and use of ICT. Findings of this study will provide a framework which will assist school managers make decisions on how to adopt and use ICT in schools. The study recommended that education stakeholders should give clear information on the adoption and use of ICT in secondary schools and establish the source of funds for maintenance, repairs and further acquisition of the necessary infrastructure amid enrolment explosion in public secondary schools. Also, teachers need to be empowered through both pre- service and continuous in-service training.