Masters
http://hdl.handle.net/123456789/244
2024-03-29T10:49:10ZHEALTH AND NUTRITION IN ECDE
http://hdl.handle.net/123456789/15130
HEALTH AND NUTRITION IN ECDE
ECDE 8101
2023-01-01T00:00:00ZINFORMATION SEEKING BEHAVIOUR ON DIGITAL RESOURCES BY VISUALLY IMPAIRED STUDENTS AT THE UNIVERSITY OF NAIROBI LIBRARY, KENYA.
http://hdl.handle.net/123456789/13846
INFORMATION SEEKING BEHAVIOUR ON DIGITAL RESOURCES BY VISUALLY IMPAIRED STUDENTS AT THE UNIVERSITY OF NAIROBI LIBRARY, KENYA.
PRISCAH CHEPTOO KIRWA
Information is power, a very important and valuable commodity in everydayhumanactivity as evidenced with the current digital divide that equal access to informationisessential to the development of information society which also applies to peoplewithdisability. The aim of the study was establish the information seeking behaviour ofvisually impaired students in accessing digital information resources withspecial
reference to University of Nairobi library services. The study was guidedbythefollowing objectives; to: establish information seeking behaviour by students withvisual impairment in accessing digital resources; determine how existing adaptiveandassistive technology impact students with visual impairment in accessingdigital
information resources; identify the challenges that mitigate the visually impairedstudents when accessing the digital resources and to propose possible strategiestomitigate the challenges that VI students face while accessing the digital resources. The total population of the study comprised of two units of analysis which were32visually impaired students and 6 librarians in charge of the visually impaired students. The study carried out a survey by means of questionnaires and observation protocol. The researcher observed keenly the behaviour of the VI students on howtheyinteract
with the adaptive/assistive technology; how they seek the information and challengesto its accessibility. This was achieved through the use of observation protocol
instrument. The observation results were to complement questionnaires fromboththedigital librarians and the VI students. The study employed Wilson’s (1999) TheoryofInformation Behaviour Model which provided a framework in mapping the student’sinformation patterns. SPSS version 25 was used to analyse the data. The responseratewas 78.95% from all the units of analysis. The results indicated that majority72%were female. Similarly, the results revealed that most VI students were gettingassistance from a sighted person or by use of computers, speech synthesizers, screenreaders, brail prints, and audio books. The study revealed that a smaller number usedmobile app called Tap Tap. The findings also indicated that UONlibrary haddigital
resources for VI which were inadequate. Although most of the VI students hadattended training or workshops, they faced several challenges which include; limitednumber of learning materials, slowness of VI students in grasping/typing information, inadequate electronic knowledge and skills from the librarians, negative attitudefromtheir peers, financial challenges, inadequate digital skills by VI students, small
learning space, failure to see facial expressions, mobility problems, and poor network. The study recommends that; the number of braille machines/learning materials/digital
resources for students be increased, that the university have a continuous trainingonthe existing librarians so as to equip them with enough and current technological
skills, and ensure that the study environment is adaptive for VI students. The studyfurther recommends that this being a grey area, more research needs to be carriedinother public universities handling visually impaired students.
2021-01-01T00:00:00ZEFFECTS OF ORGANIZATIONAL STRUCTURE ON EMPLOYEE PERFORMANCE IN THE KENYAN COUNTY GOVERNMENTS: A CASE STUDY OF NAROK COUNTY GOVERNMENT
http://hdl.handle.net/123456789/13594
EFFECTS OF ORGANIZATIONAL STRUCTURE ON EMPLOYEE PERFORMANCE IN THE KENYAN COUNTY GOVERNMENTS: A CASE STUDY OF NAROK COUNTY GOVERNMENT
ANGELA LANKAS
The phrase "organizational structure" describes the methodical division of a company's
many divisions and activities. It discusses how businesses set up their management
structures and how workers are expected to fulfill the many requirements put on them.
Local studies on the relationship between organizational structure and productivity
have produced a range of results. Therefore, further study is required in these areas to
fill up the gaps. In the Narok County Government, the study's stated objectives were to
"examine the effect of organizational structure complexity on employee productivity;
establish the effect of characteristics of the organization general framework; and
determine the effect of organizational structural centralization." The foundation of this
study was the Theory of Fairness and the Goal Theory. For this examination, a
descriptive research methodology was used. The poll included all 5,345 members of
the Narok County Government staff. From the whole population, 372 people were
chosen at random and interviewed. Primary data were gathered using questionnaires,
while secondary data came from existing organizational records. The County
Executives, senior officials, and board members are all county residents. A pilot study
was conducted to make sure the instrument's validity and reliability. The data were
examined using descriptive and inferential statistics. The data were processed and
analyzed using SPSS Version 26.0, and descriptive analysis was performed to compute
the means, frequencies, and percentages as well as linear regression to establish the
relationship between the two sets of variables (structural complexity, structural
formalization, structural centralization and employee performance). The results showed
that respondents mostly agreed on all issues. This shows that the structural complexity
of the Narok county government's organizational structure is insufficient. Regression
and correlation analysis support the conclusions even more. Structure centralization and
employee performance (r =.585**, p =.000), structural complexity and employee
performance (r =.232**, p =.000), and structure formalization (r =.236**, p =.000) all
showed statistically significant associations. As a result, since the estimated F values
were higher than the critical F values, all three of the null hypotheses (F (0.05, 1,268)
= 15.784, F (0.05, 1,268) = 3.873, and F (0.05, 1,268) = 15.181) were rejected. It has
been shown that elements including the complexity, formalization, and centralization
of the county government's institutions all have an impact on employee performance.
The combined effect of the three factors on county government worker productivity is
statistically significant (R = 0.604, R square of 0.365, F = 50.874, p 0.0001). We infer
that organizational structure and productivity are statistically significantly related. On
the other hand, structural centralization has a bigger effect on productivity. The study
advises organizations to better understand and modify their organizational structure in
order to motivate employees to put forth effort and enhance their performance.
2022-01-01T00:00:00ZINTEGRATING LEARNERS WITH INTELLECTUAL CHALLENGES AND THEIR EFFECTS ON EDUCATIONAL PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN BORABU SUB-COUNTY, NYAMIRA COUNTY, KENYA
http://hdl.handle.net/123456789/13587
INTEGRATING LEARNERS WITH INTELLECTUAL CHALLENGES AND THEIR EFFECTS ON EDUCATIONAL PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN BORABU SUB-COUNTY, NYAMIRA COUNTY, KENYA
CHERONO LOYCE ONSINYO
No of their educational background, all learners should have access to a high-quality education. All learners should have access to high-quality education and training that will prepare them for the workplace, opportunities for lifelong learning, and meaningful involvement in society as contributing members of society. This study looked into how learners who are intellectually challenged were integrated and how well they performed academically in public primary schools in Kenya's Nyamira County's Borabu Sub-county. The three main goals of the study were to examine the physical environment, assess teacher readiness, and determine the scope of government initiatives and their impact on the academic performance of learners intellectually challenged. An adaptation of social constructivism was used in the research. For the investigation, a conceptual framework was created. The research design for the study was a descriptive survey. 54 head teachers, 601 regular teachers, and 18 SNE teachers from public elementary schools made up the target population. 18 of the schools have specialized divisions. To choose participants for the research, purposive and stratified selection methods were utilized. Six SNE, 180 ordinary teachers, and 16 head teachers were obtained from a sample size of 30%. For data collection, a questionnaire was given to the regular teachers, special unit teachers, and head teachers. A detailed interview schedule for EARC officers was also included in the research. By piloting the instruments with respondents in Borabu Sub-County who were not involved in the primary study, the validity of the instruments was established. The test-and-retest methodology was used to determine the reliability of the research instruments. At a p-value of 0.05, a coefficient of 0.70 was discovered. Both qualitative and quantitative methods were used to analyse the data. The study found that the physical environment played a critical role in integrating of learners who are intellectually challenged and that the community, parents and the government had a joint share in availing the facility. It was further found that the teachers were not well prepared for undertaking comprehensive integrating of learners who are intellectually challenged although they applied various methods in handling the intellectually challenged. The study further found that the government disburses funds for the disabilities but was not enough allocation; and, that the officer in charge needs to be equipped thoroughly for the function. The findings would be relevant to the following stakeholders: teachers who would improve their skills and attitudes to include learners with IC in their regular classrooms, parents who should encourage their children to accept mainstreaming. The findings would also help policy makers to put in place policies in regard to mainstreaming of learners who are intellectually challenged. The study recommends that all education stakeholders should in a concerted manner assist in the management of schools and promoting integrating of learners who are intellectually challenged.
2022-01-01T00:00:00Z