Email: msowoyal@mau.adventist.org

Abstract: Malnutrition remains a significant issue among under-five children in Malawi, with a prevalence of 47% stunting, despite various interventions and education efforts. Inadequate childcare, including maternal employment, can impact child-feeding practices and reflect the child’s nutritional status. To assess the effect of maternal occupation on feeding practices and the nutritional status of young children, a cross-sectional study was conducted in selected urban areas of Mzimba District in Northern Malawi. The study involved 300 young children (6-30 months). Data on demography, socio-economic status, child morbidity, dietary practices, household food situation, and child health were collected using a structured household questionnaire. The findings revealed that children of teachers consumed more vegetables and legumes compared to children of housewives and businesswomen. Only 50% of businesswomen’s children met WHO-recommended meal frequencies. Significant differences were observed in energy and nutrient intakes compared to recommended dietary allowances. Children of businesswomen were shorter than children of housewives and teachers. The study concludes that maternal occupation influences feeding practices and the nutritional status of children. These findings highlight the importance of addressing childcare practices and nutritional education within the context of maternal employment to improve child nutrition in Malawi.

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.

Abstract: This study explores the impact of individual goal setting on employee performance at World Vision International Rwanda (WVIR). A descriptive research design combining both quantitative and qualitative methods was employed. The target population consisted of 136 employees, with data collected using a census method, capturing responses from all members of the target population. Inferential analysis was conducted using SPSS software version 21. The findings revealed a strong positive correlation between individual goal setting and employee performance, with a Pearson correlation coefficient of r =0.700, indicating a significant relationship. Regression analysis further confirmed that individual goal setting is a key predictor of employee performance, with a standardized beta coefficient of 1.352. The study found that employees excelled in resource assessment, creating timelines, and prioritizing tasks to achieve their goals. However, challenges related to the clarity, specificity, and relevance of goals were observed, with some employees expressing dissatisfaction in these areas. The study highlights the importance of clear, measurable goals and adequate support systems, including resources and feedback, to improve performance. Additionally, balancing individual goals with team collaboration is essential to foster a cooperative work environment. The study concludes that well-defined individual goals are critical to enhancing employee performance and recommends refining goal-setting practices at WVIR to align individual and organizational objectives for better outcomes.

Abstract: Mycotoxins such as aflatoxin have a great effect on both nutrition and economic activities. In the food supply chain, these need to be controlled by training farmers in the post-harvest handling of the crop hence improving the exports as well as nutrition impact. Grain crops are the most prone to the aflatoxin challenge. As one way of disseminating information on aflatoxin in malted maize and finger millet, random sampling was done on selected malt sellers of the two crops at Msundwe market under Mpingu EPA. The collected samples were analyzed to assess and quantify the aflatoxin levels in these crops. These crops were purposively selected because most local farmers use them as raw material for the production of beer hence posing a risk to the consumers. According to the results, fermented malt had high levels of aflatoxin of 2.45 ppb and 1.44 ppb for maize and finger millet respectively. While freshly, germinated malt had a low level of aflatoxin of 1.125ppb and 0.75ppb for maize and finger millet respectively. This is in agreement with the hypothesis that aflatoxin is available in the sample at market. These results will help to come up with an intervention that will help to train farmers’ proper methodologies of processing these crops to produce high-quality malted maize and finger millet.

Abstract: Reading is an important literacy skill that needs to be established in early years of learning, yet many learners across the world, including Kenya, continue to struggle with reading. The input of the teacher in imparting reading skills is critically important. It is tenable that teachers’ characteristics have a role. The objective of this study was to investigate the influence of the teachers’ level of motivation on the learners’ acquisition of reading skills in pre-primary. The study was conducted in Belgut, Kericho County, Kenya. The study location was purposively selected for its diverse socio-economic environments and the mixed performance in Primary school learning outcomes. This study was based on Lev Vygotsky’s Interactionist theory. It adopted a descriptive survey design and targeted 240 pre-school teachers and 199 head-teachers. Krejcie and Morgan sample size table was used to arrive at a sample size of 148 teachers. 10% of the head-teachers were sampled for interviews. Stratified random sampling techniques were used to select participants. Questionnaires and interview schedules were used to gather data. The data were analysed with the aid of Statistical Package for Social Sciences, version 25. Chi square analysis tested for associations between variables. Results revealed that there was modest association, between teachers’ level of motivation with the learners’ acquisition of reading skills. Among 13 motivation indicators used, financial motivation recorded the lowest score on a 5-point scale (2.76). It is recommended that stakeholders invest more in improving the overall work environment; particularly regarding preschool teachers’ remuneration and provision of teaching/learning materials.

Abstract: This paper investigated the effects of parental functioning on career path selection of University students in Kisumu City, Kisumu County, Kenya. A descriptive survey design was used in the study. The study respondents were 10690 as the target population and a sample of 371 participants were selected using Krejcie and Morgan (1970) formula. Descriptive and inferential statistics were used to analyze data using SPSS version 24. Results revealed that 92.1% variation in career path selection among university students is explained by parental functioning. The results indicated that 7.9% variation in career path selection by university students is explained by other factors. Parental functioning has a statistically significant positive effect on career path selection by university students. Parent-Child-Interaction, ß =(0.208, ρ = 0.001), Parent-Child-Attachment, ß = (0.354, ρ=.000) and Parent-Child-Support, (0.770, ρ=.000) showed that parental support has greater effect followed by parental attachment and the least was parental interactions, although all are statistically significant. It was concluded that parental functioning influences career path selection among university students. Parental support and parental attachment have a greater effect than parental interaction. It was recommended that students and career counsellors including parents and learning institutions should put greater emphasis on parental support, parental attachment and parental interaction. The study further recommended that students should consider parental functioning when selecting their career paths.

Abstract: This paper investigates the impact of the project environment on the success of peat power plant projects in Rwanda, with a particular focus on the role of project governance policies. The study employed a descriptive research design, combining both quantitative and qualitative methods. The target population consisted of 267 professionals directly involved in the projects, including project managers, agronomists, engineers, environmentalists, and government officials. A total of 245 questionnaires were distributed, and 22 key informants were interviewed. Of the 245 distributed questionnaires, 186 were returned. Inferential analysis was conducted using SPSS software version 21. The findings revealed a statistically significant relationship between project governance policies and project success, with a Pearson correlation coefficient of r = 0.765, indicating a strong positive relationship. Regression analysis further supported this, with a standardized beta coefficient of 0.717, demonstrating that project governance policies are a major predictor of project success. This result underscores the significant impact of governance policies on the likelihood of successful project outcomes. Based on these findings, the study recommends enhancing the enforcement of governance policies, providing ongoing training for project staff, and aligning governance policies with Rwanda’s political and socio-economic context. These measures are expected to strengthen the effectiveness of governance policies and contribute to more successful project implementation.

Abstract: Academic dishonesty is a growing concern in secondary schools globally, and Kenya is no exception. This study investigated the influence of study habits on academic dishonesty among secondary school students in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The investigator used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The targeted populace for the study was 79,122 participants consisting of 75,000 students, 3,865 teachers, 250 principals, 6 SCDEs and 1 CDE. The researcher used stratified sampling technique to select schools participating in the study. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were surveys for principals, teachers and students, and interviews for SCDEs and the County Director of Education. The validity of the research instruments was guaranteed by the expert opinion of the supervisors. For reliability, test-retest technique was utilized with Cronbach’s Coefficient Alpha worth 0.700 termed as dependable. Concurrent triangulation was utilized to guarantee credibility. A detailed interview was utilized to assess dependability of non-numerical tools. Descriptive data was analyzed using frequencies and percentages and presented through tables and figures. Inferential statistics was analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that poor study habits led to inadequate preparation, causing students to engage in academic dishonesty.

Abstract: Academic dishonesty in public secondary schools is a growing concern, influenced by various factors, including societal expectations. This paper examines how societal pressures and expectations contribute to academic dishonesty among students in public secondary schools in Makueni County, Kenya. This study was informed by Psychosocial Dynamic Theory and Theory of Planned Behaviour. The study used mixed method concurrent triangulation model that combined linear regression model and phenomenology. The sample size was 802 which consisted of 750 students sampled randomly, 25 principals and 25 teachers sampled purposively. There was 1 SCDE and 1 CDE purposively sampled. The research tools utilized were questionnaires for principals, teachers and students, and interviews for SCDEs and the County Director of Education. Inferential statistics were analyzed through linear regression and presented through tables while qualitative data was analyzed thematically and presented through narration and verbatim citations. The study findings were that societal expectations significantly influenced academic dishonesty, suggesting the need for a multifaceted approach to addressing this issue. The study recommended that parents and schools should cease from exerting exceeding pressure on academic performance of learners as it may be detrimental to their well-being and a catalyst to academic dishonesty.

Abstract: The study examined gender differences and use of digital technology in higher education among distance learners in Tanzania. It sampled 185 respondents from a population of 344 distance learners using a random sampling technique. Questionnaires were used as the primary data collection tool. Data analysis was conducted using SPSS, with both descriptive and inferential statistics employed. Tools such as percentages, mean scores, and independent t-tests were used to analyse and interpret the data. The findings revealed that information and communication technology (ICT) access and use significantly facilitates students’ academic progress. Sixty percent of respondents utilised Moodle for assignments, while 30% improved interactions with instructors and peers through online forums and discussions. A significant gender disparity (p <.000) was identified in ICT access and usage, with male students demonstrating a higher mean score (M = 5.71) compared to female students (M = 3.34) in the use of e-learning tools. Additionally, attitude emerged as a significant factor influencing ICT usage, with 98.1% of students indicating active use of ICT facilities in the ODL context. Students with positive attitudes toward ICT were more effective in utilising digital resources for learning. The study recommends targeted ICT training for both lecturers and students to enhance digital literacy. Furthermore, open and distance learning (ODL) institutions should ensure the availability of quality internet infrastructure and technical support services to improve education delivery and bridge gender disparities in the digital age.