JRIIE
Current Issue
Denis Odhiambo Migele & Ruth ThinguriSchool of EducationMount Kenya UniversityEmail: omigesh@yahoo.com Abstract: Involvement of stakeholders is crucial in the provision of infrastructure in schools. However, in junior secondary schools in Embakasi East Sub-county, the provision of infrastructure has been a challenge. Thus, this study examined the influence of the involvement of stakeholders on the provision of infrastructure in public secondary schools. The stakeholder involvement theory and the infrastructure implementation theory guided the study. Mixed methodology was adopted, and a concurrent triangulation research design was used. The target population comprised 550 participants, including 23 headteachers, 134 JSS teachers, 391 members of the […]
Steven Sebbale 0000-0002-5350-9244, Frank Pio Kiyingi , and Charles Edaku 0009-0003-7050-7720Nkumba University, UgandaEmail: sssebbale@gmail.com Abstract: This study examines the effect of teaching practices on community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional design was adopted, integrating quantitative data from 330 academic staff with qualitative insights from key stakeholders. Correlation and Regression analyses reveal that experiential learning, curriculum alignment, faculty development, and technology-enhanced teaching significantly and positively influence community engagement outcomes. However, challenges such as limited infrastructure, large class sizes, and the persistence of traditional pedagogical approaches constrain the effectiveness of these practices. The study concludes that adopting […]
Racheal Nakazinga – School of Education, Kyambogo University Mark Michael Waiswa – School of Education, Kyambogo University Eric Douglas Kalanda – School of Education, Kyambogo University Peace Buhwamatsiko Tumuheki – Faculty of Special Needs Education, Kyambogo University Email; mmwaiswa@kyu.ac.ug Abstract: Despite the changes in the curricula to Competence Based Education (CBE) , there are still issues related to comprehension of the concepts of learner-centred learning. This study aimed at investigating teachers’ understanding of Learner-Centred Approach (LCA) in English language classrooms within selected secondary schools in Central Uganda inspired by curriculum reforms advocating for a change from teacher-centred to learner-centred learning. The […]
OUR SERVICES
The Journal of Research Innovation and Implications in Education (JRIIE), which is a subsidiary of Center for Research Implications and Practice (CRIP) is involved in research and publishing of Academic papers. Below you'll find some of the services that we provide.
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Publication
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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Conferences
We have organized several research conferences in different countries to address several pressing issues. We have had great success in them leading to publications and even mentorship.
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Quantifiable Results
We have published hundreds of articles which has been made possible by the team of reviewers and researchers that have embraced JRIIE as a tool for publication, and are proud of what we have achieved together.
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Open Access Policy
The Journal of Research Innovation and Implications in Education adheres to the open access publishing model. All original research articles published by JRIIE are made freely and permanently accessible online upon publication.