Daystar University Repository
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- A collection of Class Projects and Student articles showcasing innovative ideas and diverse perspectives from our talented student community at Daystar University
- A collection of conference, workshop, seminar, proceedings, and lecture series showcasing diverse topics and cutting-edge research from faculty and staff of Daystar University.
- An archival collection chronicling the institutional history, academic achievements, and diverse heritage of Daystar University.
- A collection of Publications by faculty and staff showcasing research, academic achievements, and institutional insights of Daystar University.
- A collection of Lectures and Speeches from distinguished speakers across various disciplines of Daystar University.
Recent Submissions
A Dynamical Model for Stage-Specific HIV Incidences with Application to Sub-Saharan Africa.
(Elsevier, 2003) Simwa, Richard Onyino; Pokhariyal, Ganesh Prasad
In this paper a deterministic model for HIV epidemic with three stages of disease progression among infected patients is discussed. It is assumed that the patient once infected experiences disease progression up to full-blown AIDS. Using two systems of ordinary differential equations that are coupled through a delay in one of the systems, a compartmental model for the dynamics of the HIV/AIDS epidemic is constructed. The transmission of the disease is considered to be only through heterosexual contact and vertically from an infected mother to her unborn child. Numerical integration of the equations is used for simulating the stage-specific epidemic curves, given the demographic and epidemiological parameters of the model. The simulation results with respect to Uganda’s HIV/AIDS epidemic scenario obtained are found to be consistent with the published findings namely that the corresponding prevalence is a non-decreasing function of time for at least 30 years of the epidemic. Furthermore, through simulation it is noted that all the three stage-specific prevalence rate curves also satisfy this condition
Perceived Markers of Adulthood in the Peri-Urban Areas of Nairobi, Kenya.
(The University Journal: A Doctoral Association of Eastern Africa (DAEA), 2024) Waithima, Charity Wangui; Arnett, Jeffrey Jensen; Muchiri-Muchai, Anne W.
Research on emerging adulthood and markers of adulthood continues to grow worldwide. However, extensive research is yet to be conducted among African populations. The purpose of this study was to understand the markers of adulthood that young people aged 18-29 years in the Nairobi Metropolitan Region of Kenya consider to be important, to assess whether young people think that they have reached adulthood, and to explore whether there are significant differences between collegiate and non-collegiate populations in perceptions of the transition to adulthood. Data were collected using the Markers of Adulthood (MoA) Scale. Findings from this study indicate that the markers of adulthood that are most important to young people from peri-urban areas in Kenya are learning to control emotions (M=3.70, SD=.66), accepting responsibility for your actions (M=3.65, SD=.71), and making independent decisions (M=3.65, SD=.70). Nearly half (47%) of young people in this study reported that they feel they have reached adulthood in some ways and not others. This study is intended to improve the understanding of the transition to adulthood in Kenya. Understanding young people within the context of emerging adulthood will enable practitioners, parents, instructors, institutions, and society as a whole, to adequately address the unique challenges that emerging adults are facing.
Life Skills Enhancement for Psychoactive Substance use Reduction among School going Adolescents in Kenya.
(Global Research and Development Services, 2017) Waithima, Charity Wangui
The aim of this study was to evaluate the effectiveness of life skills enhancement on substance use reduction among school going adolescents in Nyeri, Kenya. The study was a quasi-experimental quantitative study. Life skills’ enhancement was employed for six months. Purposive and simple random sampling techniques were used to select participants (n=1010) at baseline with experimental (n=454) and control (n=556) groups. A self-administered socio-demographic questionnaire and the Global School-based Student Health Survey tool were used to get data. Odds Ratio (OR) and 95% Confidence Interval (CI) brought out the estimated strength of association between independent variables and the dependent variable. Efficacy of the intervention was assessed after six months within and between groups at endline with reference to baseline using Pearson’s chi-square. The overall current prevalence of substance use at baseline was 48.7%. In addition, there was a significant difference in reduction of substance use in the experimental group after intervention. It emerged that an adolescent enrolled in the experimental group was 86% times less likely to use any psychoactive substance compared to one in the control group. Life skills when enhanced were therefore found to be effective in empowering adolescents to develop safe and healthy behavior with regard to substance use. It is therefore recommended that education stakeholders in Kenya adapt the life skills enhancement strategy towards substance use reduction. Since the life skills enhancement training model was successful in Nyeri, there is need to expand it within the East Africa region and the rest of Africa
Role of Parents in Prevention of Substance Use among Adolescents in Selected Public Secondary Schools in Mumbuni Location- Machakos County, Kenya.
(African Research Journal of Education and Social Sciences., 2020) Waithima, Charity Wangui
Drug use is one of major problems facing the Kenyan youths today. The main purpose of the study to investigate the role of parents in prevention of substance use among adolescents in selected public Secondary Schools in Mumbuni Location- Machakos County, Kenya. This study employed descriptive survey design. The target population was 3,336 Form three and four students enrolled in 20 public secondary schools. Systematic and stratified random sampling methods were employed to select 9 out of 20 secondary schools for the purpose of the study. Data was collected by use of researcher’s questionnaire guided by the research objective. The schools were stratified into three; boys, girls and mixed secondary schools. Data was drawn from 180 students and 100 parents and was analysed by use of inferential and descriptive statistics and presented using tables and charts. Chi-square technique was used to examine the relationship between parental mentoring and prevention of adolescent substance use. The study findings showed that the use of substances at home negatively mentored their children into substance use. Further, the study findings revealed that failure to set time to guide the children by parents had a negative impact in prevention of substance use. The study significantly showed association and positive correlation between negative parental mentoring and increased rate of adolescent substance use with the findings as (r=7.23, p=0.05 where r is the correlation coefficient and p is the significant level. The study concluded that students perceived that their parents mentored them into substance use. The researcher recommends more training; sensitization and awareness seminars and build rehabilitation centres to empower parents in prevention of adolescent substance use.
The Impact of COVID-19 on Completion of PhD Programmes in Public and Private Universities: Experiences of Supervisors and Graduate Students in Kenya
(Research Journal of Education, Teaching and Curriculum Studies, 2023) Ireri, Niceta Wanja; Ndiao, Elly Ochieng; Mbogo, Rosemary Wahu; Omondi, Alice Wairimu; Mauki, Mercy Muthiga
This research aimed to establish the psychosocial, social and economic impact of COVID-19 on the supervision and writing of dissertations in Kenyan universities. The study adopted a mixed-method design incorporating quantitative as well as qualitative approaches. A total of 40 questionnaires were distributed, 30 to doctoral students and 10 to doctoral supervisors from both public and private universities. The questionnaires included both structured questions as well as unstructured questions. The questionnaire was used to ascertain the influence of the pandemic on many sectors, including education, more specifically, the doctoral dissertation writing and supervision process. This study was guided by the following research questions: What are the psychological impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the social impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the economic impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? The study found that the pandemic affected students’ completion rates as it affected both the students, supervisors and the universities. While this crisis had profoundly disruptive educational implications, it did not begin with predetermined outcomes. The nature of communities’ and nations’ collective and systemic responses to these disruptions determined the extent to which people were affected by them.