JRIIE
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Calister Kemunto Nyaigero, George Ngwacho Areba & Beatrice NyakanDepartment of Education Administration, Planning and Economics, Kisii UniversityEmail: gareba@kisiiuniversity.ac.ke Abstract: Performance appraisal has emerged as one of the strategic tools to the attainment of an institution’s performance.Despite these assertions, the utilization of the performance feedback mechanisms in learning institutions remains wanting. The objectives of the study were to establish the role of feedback content and communication channels on teachers’ service delivery in public secondary schools in Nyamira South Sub-County. Goal setting theory and Feedback Intervention Theory (FIT) informed the study. A descriptive and mixed method research design was utilized. A sample […]
Beatrice Omwoyo, George Ngwacho Areba & Eliud NyakundiDepartment of Education Administration, Planning and Economics, Kisii UniversityEmail: gareba@kisiiuniversity.ac.ke Abstract: Unsafe learning environments negatively influence students’ performance and overall school functioning. Despite the existence of school safety standards in Kenya, cases of unsafe learning conditions continue to rise, signaling gaps in policy implementation. Guided by Systems Theory, the study examined the extent to which safety provision of safety physical infrastructure, and allocation of financial resources influence safety standards implementation. A descriptive research design was adopted. The target population comprised 40 principals, 412 teachers, 12,058 learners, and 1 Quality Assurance and Standards Officer. […]
Luben Elia Mugarura, Denis Sekiwu, Fredrick Ssempala, Athanansio BashaijaKabale University, Ugandahttps://orcid.org/0009-0008-9525-0366Email: lubenelia@gmail.com Abstract: Competency-based curriculum (CBC) reforms have been widely adopted to equip learners with skills for labour market demands. In Sub-Saharan Africa (SSA), CBC reforms have been implemented for nearly three decades; however, evidence indicates limited translation of policy intentions into sustained classroom practice. While implementation challenges are often attributed to structural and technical constraints, teacher commitment remains an underexplored mechanism shaping reform outcomes. This narrative review synthesises empirical and policy-oriented literature on teacher commitment and its role in implementing CBC in secondary schools in SSA. Literature published between […]
William Wanyonyi WamalwaMasinde Muliro University of Science and TechnologyEmail: williamwamalwa1978@gmail.com Abstract: This study explores the contribution of community-driven financial technology (Fin- Tech) models to sustainable development in Western Kenya, a region where rural entrepreneurs face persistent barriers to financial access. Weak infrastructure, limited credit opportunities, and low digital literacy have restricted growth, deepened inequality, and slowed progress toward inclusive development. Anchored in the Sustainable Development Goals poverty re-duction (SDG 1), decent work and economic growth (SDG 8), and innovation and infrastructure (SDG 9) the research investigates how localized financial innovations can enhance resilience and opportunity. A mixed methods design was […]
Leonard NyanziraDepartment of Management StudiesTanzania Institute of Accountancy (TIA), Mwanza Campus, TanzaniaCorresponding email: leonardnyanzira@gmail.comORCiD ID – https://orcid.org/0000-0002-7247-8893 Abstract: This study investigates the dual role of generative AI (GAI) tools in higher education, focusing on the tension between knowledge construction and critical thinking. A survey was administered to students in higher learning institutions in Mwanza and Dodoma, Tanzania. Quantitative findings reveal that GAI is deeply integrated into learning routines, with a majority of respondents using it daily or weekly primarily for research, problem-solving, and simplifying complex concepts. However, a significant concern emerged, with over 60% of students identifying “reduced critical thinking” […]
Sheila Sempeyo, Peter Gutwa Oino & Anne ChepkiruiSchool of Arts and Social SciencesDepartment of Sociology, Gender and Development StudiesKisii UniversityEmail: sheilasempeyo@gmail.com Abstract: This study examined the role of community participation in the identification and targeting of elderly beneficiaries under the Older Persons Cash Transfer (OPCT) programme in Konoin Sub-County, Bomet County, Kenya. Guided by Participatory Communication Theory, Principal–Agent Theory, and Empowerment Theory, the study explored how local actors, social knowledge, and inclusive processes shape targeting accuracy, legitimacy, and empowerment outcomes. A descriptive cross-sectional design employing a mixed-methods approach was adopted. Data were collected from 45 elderly beneficiaries and 15 key […]
N’ana Daniel Mbunda, Michael W. Ng’umbi & Zamzam I. NyandaraThe Open University of TanzaniaEmail: mbundand@gmail.com Abstract: This study examined evidence of social and economic transformation attributable to adult education programmes in Tanzania. The study adopted a qualitative research approach using a case study design to gain an in-depth understanding of adult learners’ and programme facilitators’ experiences. Data were collected through interviews and focus group discussions involving three programme facilitators and fifteen adult learners purposively selected from Dar es Salaam, Ruvuma, and Mbeya regions. Thematic analysis was employed to analyse the data following Braun and Clarke’s procedures. The findings revealed that […]
Jean Bosco Turatsinze & Benjamin BizimanaAfrican Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)University of Rwanda-College of Education (UR-CE)Email: turajeanb@gmail.com Abstract: In Rwamagana District, Rwanda, students’ performance in trigonometry is extremely poor, this is to a great extent attributed to the use of conventional teaching methods. The purpose of this study is to ascertain that Microsoft Excel is used as a learning tool to enhance students’ understanding of the concept of trigonometry. The target population was all senior five students enrolled in mathematics related combinations from 32 schools of Rwamagana District, Rwanda. The study used a […]
Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera & Kaaya SirajeKabale University, P.O. Box 317, Kabale, UgandaORCID: https://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Sub-Saharan Africa (SSA) continues to experience critical shortages and maldistribution of health workers, yet many newly qualified nurses and midwives remain unemployed or underemployed after training. This narrative review (1978–2025) synthesises policy and empirical literature to explain why nurse unemployment persists alongside unmet health service needs. Anchored in health labour market theory, human capital theory, and systems governance perspectives, the review traces the normative policy foundations from Alma-Ata (1978) through later health workforce frameworks, and examines how fiscal constraints, wage-bill ceilings, […]
Haule Grasia & Milka V. M. OtienoSt John’s University of Tanzania, DodomaEmail: grasiahaule5@gmail.com Abstract: This study aimed to examine teachers’ perceptions of in-service training in primary schools in Dodoma City. It assesses how such training influences pedagogical practices, classroom management, and strategies for inclusive education. A qualitative case study design was employed, using in-depth interviews, focus group discussions, and document reviews with 22 purposively selected participants, including headteachers and both in-service and non-in-service trained teachers. Findings revealed that teachers generally perceived in-service training positively, highlighting gains in professional growth, teaching strategies, and classroom diversity management. However, challenges such as limited […]
Samuel Kimathi Mutuerandu, Mary Mugwe Chui & Ruth Wangui ThinguriSchool of EducationMount Kenya Universityhttps://orcid.org/0009-0007-9789-8222https://orcid.org/0000-0003-1493-8676Email: phd201462472@mylife.mku.ac.ke Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. […]
Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera & Kaaya SirajeKabale University, P.O. Box 317, Kabale, UgandaORCID: https://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Sub-Saharan Africa (SSA) continues to experience critical shortages and maldistribution of health workers, yet many newly qualified nurses and midwives remain unemployed or underemployed after training. This narrative review (1978–2025) synthesises policy and empirical literature to explain why nurse unemployment persists alongside unmet health service needs. Anchored in health labour market theory, human capital theory, and systems governance perspectives, the review traces the normative policy foundations from Alma-Ata (1978) through later health workforce frameworks, and examines how fiscal constraints, wage-bill ceilings, […]
Luben Elia Mugarura, Fredrick Ssempala, Denis Sekiwu, Florence Kirabo Nampijja & Athanansio BashaijaKabale University, P.O. Box 317, Kabale, Ugandahttps://orcid.org/0009-0008-9525-0366Email: lubenelia@gmail.com Abstract: Since 2010, competency-based curriculum (CBC) reforms have increasingly influenced education systems worldwide, prompting alignment of university pedagogy to competency-oriented learning to strengthen graduate skills and employability. However, evidence suggests persistent gaps between CBC intentions and university teaching practices. This study adopted a narrative literature review design, synthesising empirical, conceptual, and policy-oriented studies published between 2010 and 2025. Literature was drawn from major academic databases and analysed thematically using key pillars of competency-based education to examine pedagogical interpretation, alignment, and […]
Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera, Kaaya SirajeKabale University, P.O. Box 317, Kabale, Ugandahttps://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Entrepreneurship education has been widely adopted across higher education systems in Sub-Saharan Africa as a response to youth unemployment and constrained wage employment. Despite this expansion, entrepreneurial intentions among graduates remain persistently low, raising concerns about the effectiveness of entrepreneurship education implementation. This narrative literature review examines why the implementation of entrepreneurship education often fails to translate into entrepreneurial intentions, focusing on the mediating role of entrepreneurial attitude. The review synthesises empirical, conceptual, and policy-oriented studies published between 1991 and 2025. Guided by […]
Emmanuel Ahimbisibwe, Burani Aluonzi, Ezra Francis Munyambonera, Kaaya SirajeKabale University, P.O. Box 317, Kabale, Ugandahttps://orcid.org/0009-0003-9421-771XEmail: ahimbisibweemmanuel@yahoo.com Abstract: Entrepreneurship education (EE) has been widely integrated into higher education in low- and middle-income countries (LMICs) as a policy response to graduate unemployment, including within nursing education. However, evidence suggests that exposure to EE does not consistently translate into entrepreneurial intentions (EIs) among graduates. This narrative literature review examines the relationship between entrepreneurship education, self-efficacy, and entrepreneurial intentions among nursing students and graduates in LMICs, with particular attention to the moderating role of self-efficacy. The review synthesises empirical, conceptual, and policy-oriented studies published […]
Taiwo Simeon Ayoola, Alimi Adebayo Emmanuel, Nuhu Kehinde Muritala, Raji Farouk Abiodun & Samuel A.OnasanyaDepartment of Educational Technology, University of Ilorin, Ilorin, Kwara State, NigeriaEmail: taiwo.sa@62.edu.ng Abstract: This study investigated the skills required by metalwork technicians for the efficient operation of modern metalworking equipment in Kwara State. Specifically, it examined technical, operational, and safety/maintenance skills and how experience influences technicians’ perceptions of these competencies. The study adopted a descriptive survey design, targeting metalwork technicians across selected workshops in Kwara State. Data were collected using a structured questionnaire measured on a 4-point Likert scale, validated for reliability, and analyzed using Mean, […]
Namugwano Sarah & Hope Evelyn KyonkundaSchool of Graduate Studies and Research, Team UniversityEmail: namugwano.sarah69@gmail.com Abstract: The study aimed to examine the relationship between temporary withdrawal from class/school activities and pupil discipline. The researcher employed a cross-sectional survey design, utilizing both qualitative and quantitative data collection methods. The study population included 209 teachers and 220 pupils. The sample included 127 teachers and 136 pupils, totalling 263 respondents. The researcher used Krejcie and Morgan’s (1960) table guide to determine the sample size. The researcher analyzed the data using means, standard deviations, correlation coefficients, and regression analysis methods. The researcher correlated temporary withdrawal […]
Nabahani Kimboka & Juma Almasi MhinaTengeru Institute of Community DevelopmentEmail: kimboka9@gmail.com Abstract: This study examined the emerging gender gap in schooling and child protection in Tanzania, where notable gains in girls’ empowerment contrast with the growing marginalization of boys. Despite global and national initiatives advancing girls’ rights, boys continue to experience significant yet under-recognized vulnerabilities, including sexual abuse, child labor, emotional distress, and school dropout. Guided by Gender and Development (GAD) theory, a qualitative multiple case study design was employed across Arusha, Kilimanjaro, and Manyara regions. A total of 270 participants were purposively selected to capture diverse perspectives: 90 from […]
James Kwame KusiDepartment of Chemistry EducationUniversity of Education, WinnebaEmail: jkkusi@uew.edu.gh Abstract: This study investigated the awareness, understanding, and attitudes toward green chemistry principles (GCP) among 326 senior high school (SHS) students in Winneba, Ghana. Using a descriptive cross-sectional survey, data were collected from three schools via a validated questionnaire covering demographics, GCP knowledge, sources of information, and attitudes toward sustainable practices. Using SPSS for the data analysis, the study revealed a significant increase in GCP knowledge with academic level, with SHS 3 students outperforming lower levels, but no significant differences by gender or age. Students showed strong understanding of foundational […]
Jean Claude UwayezuRwanda Polytechnic-Gishari College, Rwanda; Kigali Independent University (ULK), RwandaORCID: https://orcid.org/0000-0002-5706-4545Email: jcuwayezu2025@gmail.com Abstract: Representational competence (RC) is a cornerstone in developing 21st century skills, especially for effective scientific communication. However, research on representational competencies in science, technology, engineering, and mathematics (STEM) lacks a unified conceptual framework for a systematic and hierarchical development of these competencies. This hinders the efficiency of assessment for learning. However, the revised Bloom’s taxonomy (RBT) can offer a good hierarchical structure to model representational competency progression. Thus, employing the antecedents, decisions, outcomes (ADO) model, the present study systematically mapped perceptual, conceptual, and meta-representational competencies to […]
Admire Chafa – Midlands State University Angela Maposa – Zimbabwe Open University Dingindawo Ncube – Zimbabwe Open University Email: chafaa@staff.msu.ac.zw/ maposaa@zou.ac.zw/ ncubed@zou.ac.zw Abstract: With particular reference to Bulawayo Metropolitan Province in Zimbabwe the study was conducted to determine the socio-cultural barriers hindering young women from attaining leadership roles in primary education system. This study was underpinned by a pragmatist research philosophy, which acknowledges that truth evolves through the interaction of ideas and experiences within context. The study adopted a case study design, an ideal qualitative research design that allows for an in-depth exploration of the specific context of young women’s […]
Monica Goodluck Malisa & Daniel Kosia MokoroDepartment of EducationTumaini University Makumira (TUMA), Arusha-TanzaniaEmail: monicamalisa262@gmail.com/ danielkosia@yahoo.com Abstract: This study examined school management support of project-based learning in fostering critical thinking skills in secondary schools in the Ubungo Municipality which was guided by transformational leadership theory. The study adopted a convergent parallel design under a mixed-method research approach. The sample size of the study was 55 respondents out of 1306 population. Simple random, purposive and stratified sampling techniques were used to select teachers and heads of schools respectively. Instruments for data collection were questionnaires and structured interviews. Quantitative data adopted statistical analysis […]
Leonidas Natukunda, Florance Kirabo Nampijja, Francis Akena Adyanga & Omare Justine MomanyiFaculty of Education, Kabale University, UgandaOrcid: https://orcid.org/0009-0006-3545-7870Email: natukundaleo@gmail.com Abstract: Technology-mediated learning (TML) has become central to higher education globally, particularly as universities respond to massification, digitalisation, and post-COVID-19 disruptions. In Uganda, national ICT and education policies since 2003 have promoted the integration of digital technologies in universities; however, concerns persist regarding the extent to which these policies support pedagogically meaningful learning rather than technological access alone. This study adopted a narrative review design to synthesise policy and scholarly literature published between 2003 and 2025 on technology-mediated learning in Ugandan […]
Aloyce LuhamyaInstitute of Accountancy Arusha, TanzaniaORCID: https://orcid.org/0009-0002-1657-9304Email: Kipaumble2010@gmail.com. Abstract: This study investigated the impact of teachers’ supervisory practices on students’ academic performance in public secondary schools within the Mpwapwa district, Tanzania. Guided by the Servant Leadership Theory and pragmatism research philosophy, the study employed a mixed-methods approach and a cross-sectional research design. The study involved 243 participants, 233 were teachers and 10 heads of schools who were selected using both stratified random and purposive sampling techniques. Quantitative data were collected using structured questionnaires from teachers, while qualitative data were gathered through interviews with heads of schools. Quantitative data were analyzed […]
Madelean Ahereza, Denis Sekiwu, Athanansio Bashaija & Samuel KaruhangaKabale University, Ugandahttps://orcid.org/0009-0001-3810-7521Email: madeleanahereza1979@gmail.com Abstract: Inclusive education seeks to ensure that all children, including those with disabilities, have access to quality learning in mainstream classrooms. Teacher-learner educational interventions, such as differentiated instruction, individualized teaching, assistive technologies, and collaborative learning, are designed to address the diverse needs of learners and enhance academic performance. This study examines evidence from the literature on the effect of these interventions on learner achievement among children with disabilities in inclusive primary schools, with particular relevance to Greater Bushenyi. A qualitative literature review design was used, focusing on peer-reviewed […]
Andrew Chikonde & Alex SimpandeThe Copperbelt University, ZambiaORCID: https://orcid.org/0009-0006-5248-3317Email: chikonde.andrew@cbu.ac.zm/ alex.simpande@cbu.ac.zm Abstract: The names of insects and associated folklore are at risk of being lost without proper documentation. This study aimed to document the names of insects in the Luvale language of Zambia’s North-Western Province. A case study design was employed across three districts where Luvale is spoken. Data were collected by presenting 42 colored pictures of commonly found insects to participants for naming in Luvale. Participants identified all insects and added five more, bringing the total to 47. Comparison among six sites showed 86% similarity and 14% variation in […]
Danford Ahadson SangaLocal Government Training Institute, TanzaniaEmail: dasanga72@gmail.com Abstract: This research explores the increasing importance of entrepreneurial mindsets within Tanzanian corporate organizations, focusing on how organizational culture influences innovation and adaptability. In a rapidly evolving global economy, corporations must move beyond traditional business models to foster creativity, agility, and proactive problem-solving. This study investigates the extent to which Tanzanian corporations are integrating entrepreneurial thinking into their operational strategies and cultural frameworks.The research highlights that adopting an entrepreneurial mindset is no longer optional but a strategic necessity for firms aiming to remain competitive. It examines key factors such as leadership styles, […]
Danford Ahadson SangaLocal Government Training Institute, TanzaniaLocal Government Accounting and Finance DepartmentEmail: dasanga72@gmail.com Abstract: Sewing entrepreneurship is a key element of the informal economy in Tanzania, generating employment and livelihoods, especially among women and youth. However, poor marketing potential has constrained the growth and competitiveness of sewing entrepreneurs in Dodoma City. The paper examines how enhancing marketing potential through branding, customer relationship management, pricing, and e-marketing can foster the growth of sewing entrepreneurs. Using a mixed-methods approach, sewing entrepreneurs were interviewed and surveyed to gather data. The findings suggest that, although entrepreneurs recognize the importance of marketing, they are faced […]
Kanwera JaphetDepartment of Education Policy, Planning and AdministrationFaculty of EducationThe Open University of TanzaniaEmail: kanwerajaphet@gmail.com Abstract: This study examined the challenges facing the implementation of the Public Employees Performance Management Information System (PEPMIS) among teachers in public secondary schools. The study employed a mixed-method approach under a convergent parallel research design to enable comprehensive analysis of quantitative and qualitative data. A sample of 110 respondents, including teachers, Heads of Schools, and the TSEO, were involved in the study. Data were collected using questionnaires and interviews. Quantitative data were analyzed using descriptive statistics with the aid of SPSS version 28, while […]
Barnabas Ndunguru Manyahi – Department of Information and Communication Technology (ICT), Arusha Technical College, P.O. Box 296, Arusha, Tanzania David Philemon Mang’ehe – Department of Electrical Engineering, Arusha Technical College, P.O. Box 296, Arusha, Tanzania Email: barnabas.manyahi@atc.ac.tz Abstract: Artificial intelligence (AI) is increasingly influencing teaching, learning, and assessment practices in higher education. Understanding students’ perceptions of AI is essential for its responsible and effective integration, particularly within technical and vocational education contexts that remain underrepresented in empirical research. This study examines students’ perceptions of artificial intelligence at Arusha Technical College, Tanzania, focusing on awareness, emotional responses, societal views, and perceived […]
Nassibu Richard MwaifungaFaculty of Arts and Social SciencesDepartment of Political Science and Public AdministrationThe Open University of TanzaniaEmail: nassibu.academics@yahoo.com Abstract: This study examines the effect of youth participation in the Youth Development Fund (YDF) on community security in Mtwara Region, Tanzania, using an explanatory sequential mixed-methods design. Quantitative data were collected from 486 youth beneficiaries and non-beneficiaries across five Local Government Authorities using structured questionnaires, while qualitative evidence was generated through 35 Key Informant Interviews and five Focus Group Discussions. Quantitative analysis involved descriptive statistics, Principal Component Analysis for index construction, and Ordinary Least Squares regression, complemented by thematic analysis […]
Andrew Chikonde. Evelyn Bwalya & Muma MulengaThe Copperbelt University, ZambiaORCID: https://orcid.org/0009-0006-5248-3317Email: chikonde.andrew@cbu.ac.zm/ evelynbwalya06@gmail.com/ muma.mulenga@cbu.ac.zm Abstract: This study assessed the implementation and perceived effectiveness of Comprehensive Sexuality Education (CSE) in secondary schools within Mpongwe District, Zambia. Employing a qualitative descriptive survey design, data were collected through questionnaires and semi-structured interviews from a purposive sample of 10 respondents, comprising biology teachers and headteachers across three schools. The findings reveal a significant gap between national policy and local practice. While educators expressed overwhelmingly favourable perceptions towards CSE and endorsed a comprehensive curriculum, its implementation was found to be inconsistent, under-resourced, and marginalised within […]
Joshua Hydah Karambu, Omwenga Ezekiel, Omosa ElijahDepartment of Curriculum and Instruction MediaKisii UniversityEmail: hydahkarambu@gmail.com Abstract: Biology plays a pivotal role in shaping scientific understanding and improving human welfare. However, in Kenyan Public Secondary schools continue to record low performance in the subject, expansively due to teacher-centred instructional approaches. This study examined the influence of computer simulations on students ’academic performance in Biology in public secondary schools in Kesses Sub-county, Kenya. The research was guided by the Constructivist Learning Theory, which emphasizes active learner participation and knowledge construction through interactive experiences. A mixed methods approach was employed by integrating a quasi-experimental […]
Leonidas Natukunda, Florence Kirabo Nampijja, Francis Akena Adyanga,Johnson Ocan & Omare JustineMomanyiFaculty of Education, Kabale University, UgandaOrcid: https://orcid.org/0009-0006-3545-7870Email: natukundaleo@gmail.com Abstract: Uganda’s transition to a Competency-Based Curriculum (CBC) at the secondary school level represents a fundamental shift from content-driven instruction toward learner-centred, skills-oriented education. However, limited empirical attention has been given to how university pedagogy aligns with these reforms, particularly in preparing graduates to teach, support, and sustain CBC principles. This study examined the extent to which pedagogical practices in Ugandan universities align with the CBC reforms and the implications for teaching practices and graduate preparedness. Using a narrative review design, […]
Madina Hamisi Juma & Joel RumanyikaCollege of Business Education, Dodoma TanzaniaEmail: madinahamisi@gmail.com Abstract: This study explored students’ perceptions of digital games for learning chemistry at higher learning institutions (HLIs) in Dodoma, Tanzania. We used a descriptive research design to collect both qualitative and quantitative data from selected HLIs in Dodoma, Tanzania. The study results indicate that students hold positive attitudes toward digital games in chemistry learning, citing multimedia content, alignment with diverse learning styles, and self-paced learning, while simulation emerged as most games used, with physical chemistry identified as most topic learned through these tools. Moreover, the result shows that […]
Pelagie Niyibizi & Kabanda RichardUniversity of Kigali, RwandaEmail: pelagieniyibizi8@gmail.com Abstract: This study examines the contribution of project initiation to the successful implementation of Business Development Fund (BDF) projects in Rwanda, focusing on the Access to Finance for Recovery and Resilience Project (AFIRRP). A descriptive research design was employed, combining both quantitative and qualitative approaches. The target population comprised 269 BDF staff involved in AFIRRP, with a sample of 161 respondents selected using stratified and purposive sampling techniques. Data were collected through structured questionnaires and document reviews and analyzed using SPSS software version 25, employing descriptive, correlation, and regression analyses. Findings […]
Valens Mbonyintwari – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda. Department of Science-Teacher Training College of Mururu. Wellars Utetiwabo – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda. Department of Science Education, School of Mathematics and Science Education, College of Education, University of Rwanda. Email: vavantwari@gmail.com/ w.utetiwabo@ur.ac.rw Abstract: Different studies showed that Chemistry teachers in secondary schools often encounter challenges pertaining to devising suitable instructional approaches that improve students’ academic performance. As a result, this study investigates […]
Maina Simon Muiruri & Pamela Ochieng’School of EducationMount Kenya UniversityEmail: simonmuirurimaina@gmail.com/ elaochieng@gmail.com/ pochieng@mku.ac.ke Abstract: Teacher professional development support by principals played a key role in ensuring improved academic performance in schools. However, in Gatanga Sub-county, many public secondary schools register low academic grades in KCSE. Thus, this study examined the influence of teacher professional development support on students’ academic performance in public secondary schools in Gatanga Sub-county. The study was guided by professional development theory and academic achievement theory. The study adopted a mixed methodology and, thus, applied a concurrent triangulation research design. The target population was 597 respondents, which […]
Mukolwe N Lucy, Philemon Kittur and Francis MusembiDepartment of Mathematics and Computer science, University of Eldoret, Kenya.Email: lucymukolwe@gmail.com Abstract: The rapid growth of online retail businesses has increased reliance on artificial intelligence (AI)-driven systems for personalization, fraud detection, and operational efficiency in customer interaction. These algorithmic systems require access to vast amounts of sensitive customer data, positioning data as both a driver of commercial value and a source of digital vulnerability. In many cases, this data is processed in plain text, creating significant security risks especially in dynamic and cloud-based retail environments. This exposes critical shortcomings in traditional encryption methods […]
Victoria Mutale, Andrew Chikonde & Peter MwewaThe Copperbelt Universityhttps://orcid.org/0009-0006-5248-3317Email: victoriamutale92@gmail.com/ Chikonde.andrew@cbu.ac.zm/ mwewapita@gmail.com Abstract: This study examined the use of diagrams and models in biology instruction and their influence on learners’ academic performance in selected secondary schools in Kitwe, Zambia. The research focused on how these visual tools support comprehension of complex biological structures and abstract processes. Guided by its main objective, the study assessed the frequency and manner in which teachers integrate diagrams and models, investigated learners’ attitudes toward them, and evaluated their impact on academic outcomes. Using a descriptive research design, data were collected through questionnaires and interviews with […]
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The Journal of Research Innovation and Implications in Education (JRIIE) is a double blind peer review international journal which is published quarterly; that is March, June, September and December.
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