Browsing by Author "Kidombo, Harriet"

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    Curriculum resources and academic performance of distance learning students in selected Kenyan public universities
    (IISTE, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
    Distance learning is a mode of study which involves the separation of the lecturer from the student in space, time or both. The mode of study is increasingly being adopted globally due to development in technology, its flexibility and the benefits which accrue to individuals and the society as a result of investment in education. Academic performance of distance learning students has been of interest to scholars. Findings in developed countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish the extent to which curriculum resources influence academic performance of distance learning students in selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that curriculum resources, significantly and positively influence academic performance of distance learning students. The study recommends that effort should be geared towards enhancing accessibility and the use of online curriculum resources by distance learning students.
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    Factors Influencing Successful Implementation Of Biomedical Research Projects: A Case Of Kenya Medical Research Institute
    (2015-08) Wachira, Sabina W.; Kidombo, Harriet; Kinyua, Jesse M.
    The general objective of this research project was to examine factors influencing successful implementation of biomedical research projects in Kenya Medical Research Institute (KEMRI). These research sought to achieve five specific objectives with the key variables examined being the dependent variable successful implementation of biomedical projects in KEMRI and independent variables of top management support, organization structure, communication system, project team leader and procurement procedures. The research design employed in conducting this study is descriptive research design. Regression Analysis model is also used. The study used questionnaire to collect data, which incorporated qualitative and quantitative data. Participants in this study were KEMRI scientific staffs who have been involved in project implementation. The sample size used was 90 scientific staff. Statistical Package for Social Sciences (SPSS version 20.0) was used to analyze data. Regression model showed a significance relationship between; top management support P value 0.006, organization structure P value 0.001, project leader performance P value 0.029, procurement procedure P value 0.006 and successful implementation of biomedical projects. Recommendation: The roles the top management‟s plays during project implementation should be standardized to all projects to make sure all project gets equal or relatively the same attention from the top management. The adoption of project friendly organization structure will keenly consider projects and success rate of project will be high and within the time limit given to each projects. It is important for the institute organization structure to have project related structure. The bureaucracy of communication which takes long and it‟s not effective should be done away with and embrace the faster and effective way of communication. The projects leaders should be offered indoor training to enhance their project management skills. The top management should have checks and control of procurements procedures to enhance its effectiveness. In conclusion the study found out that the project leaders are committed to successful implementation of the project. The top management should devise a way of assisting the project leaders in project implementation. The coordination of projects is easier if the organization structure fully supports projects. Communication is one of most challenging and difficult tasks in any project implementation. The communication between the project team and top management in KEMRI should be improved.
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    Learner support system and academic performance of distance learning students in selected Kenyan public universities
    (University of Pretoria, 2019) Wambua, Rebecca Mwikali; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
    Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and quality in education. The Kenyan Government has put in place mechanisms to promote open and distance learning practices in educational institutions. However, there is doubt in Kenya, regarding the quality of academic performance attained by distance learning students. The objective of this study was to determine the influence of learner support systems on the academic performance of distance learning students in selected Kenyan public universities. The study is based on Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods research methodology was adopted for the study. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students, and two (2) administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that a learner support system statistically, significantly and positively influences academic performance of distance learning students, although at a low level (4.9%). However, the findings revealed that guidance and counselling support, which is part of the learner support system, did not significantly influence the academic performance of distance learning students. The study recommends that particular focus should be on the provision of remotely accessible guidance and counselling services since most distance learning students cannot physically access the services which are on campuses.
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    Learners’ self efficacy and academic performance of distance learning students in selected Kenyan public universities
    (IISTE, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
    Academic performance of distance learning students has been of concern to researchers. Several researches done since 1920s in developed countries have revealed that there is no significant difference in performance between distance learning students and conventional students. In Kenya, however, the result findings have been inconsistent. The objective of this study was to establish the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance of distance learning students. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The target population consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that the moderating influence of learners’ self efficacy on the relationship between institutional factors and academic performance was statistically significant.