Browsing by Author "Ndege, Speranza"
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Item Curriculum resources and academic performance of distance learning students in selected Kenyan public universities(IISTE, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, SperanzaDistance 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.Item Effectiveness of character and style in communicating myths of origin: A critical analysis of Tigania Community of Kenya(Advanced Humanities, 2020-09) Rukunga, Priscila Mwamukui; Ndege, SperanzaCharacterization in a work of art comprises the persons through whom the writer speaks to his audience. Characters play a vital role in literature as they control the plot of the story, bring out themes and arouse and sustain interest. Forster (1972) asserts that the importance of characterization is anchored on the fact that a writer is able to appeal to the intelligence and imagination of the reader. This paper examines six myths of origin from the Tigania Community. These myths are: The Origin of Death, Red-Thigh Woman, (Ngirani), Domestication of Animals, 'Gichiaro', Naming Patterns and Rain and Thunderstorms. These reveal the deep-rooted cultural subversion of the female gender and there seems no hope of unwarping the woman from the intricate web that culture has constructed for her. Characterization and style have been artistically interwoven in the creation of the myths. Chapman (1973) stipulates that in a literary work, language is conscious in formation and that it is a medium not only for communication or expression but for effect. This paper exposes a myriad of challenges assailing the female gender in the Tigania Community, whose patrilineal set up is deeply entrenched, this woman had desperately resigned to her fate.Item Ideology and Subversion in Feminist Short Stories from Africa(Hybrid Literacy and Cultural Studies, 2019-12) Ndege, Speranza; Makokha, Justus Kizito Siboehis paper examines the oppressive nature of the patriarchal society and the Feminist voice for fair treatment of women to restore her respect and dignity. To illustrate the feminist concerns and the subversive practices, three short stories have been used namely: Tandiwe Myambo’s, “Decidious Gazelles”, Lindsey Collen’s “The Enigma”, and Ifeoma Okoye’s “The Power of a Plate of Rice”. All the three stories appear in Vera (1999).The paper exposes the challenges facing the woman in a patriarchal society. The women in the three short stories live within family units with clearly defined roles and expectations for harmonious living, but the reversal takes place. The man has usurped authority and his domineering nature is being felt both at home and at the work place. The men have accepted their superior roles, granted to them naturally by the patriarchal society. The woman finds it difficult to both accept and play the subordinate roles because of their oppressive nature. The paper will explore the plight of these women, both single and married and attempt to get into their inner lives to see the situations they face, the challenges and their struggle to liberate themselves from the oppressive patriarchal system.Item 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, SperanzaDistance 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.Item Learners’ self efficacy and academic performance of distance learning students in selected Kenyan public universities(IISTE, 2018) Wambua, Rebecca; Gakuu, Christopher; Kidombo, Harriet; Ndege, SperanzaAcademic 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.Item Staff Profile: Prof. Speranza Ndege(UoEm, 2023-12-08) Ndege, SperanzaProf. Speranza Ndege is an Associate Professor at University of Embu, in Humanities Department, School of Education and Social Sciences (SESS). Before joining the University of Embu, she was a Senior Lecturer at Kenyatta University having built her career from a Tutorial Fellow. Prior to joining Kenyatta University, Prof. Ndege had taught in a secondary school for several years under the Teacher’s Service Commission. Besides teaching, Prof. Ndege is a mentor, academic advisor, trainer and researcher. She has supervised undergraduate and postgraduate student dissertations. She is also an internal and external examiner for post graduate projects/dissertations. 2 Prof. Ndege is a Fellow of Higher Education Academy (UK) having graduated from St. Yorks University (UK). She holds a PhD from Ghent University, Belgium; an MSC in Computer Based Information System from University of Sunderland, UK; a Master of Arts and a Bachelor of Education (Hons) from University of Nairobi, Kenya. She has a Professional Certificate in Environmental Impact Assessment (EIA) and Environmental Auditing (EA) (Jomo Kenyatta University of Agriculture & Technology, Kenya). She also has a Postgraduate Diploma in eTeaching (Agder University, Norway & Global Virtual University) and a diploma in Professional Tour Operation [e-Tourism] (ICM, UK). Prof. Ndege has received much training in Information Communication Technology and e-Learning (including Electronic Document Management and Website Design) and Instructional Design. She is Online Tutor at University of Embu. Prof. Ndege has practical experience and expertise in ICT, e-Learning, distance learning, training, and research. She is also a Consultant in Environmental Impact Assessment/Audit, eContent authoring, Online Tutoring, and Instructional Design. She reviews and evaluates academics programmes for institutions of Higher Learning. Prof. Ndege is a Fellow of Higher Education Academy (UK) having graduated from St. Yorks University (UK). She holds a PhD from Ghent University, Belgium; an MSC in Computer Based Information System from University of Sunderland, UK; a Master of Arts and a Bachelor of Education (Hons) from University of Nairobi, Kenya. She has a Professional Certificate in Environmental Impact Assessment (EIA) and Environmental Auditing (EA) (Jomo Kenyatta University of Agriculture & Technology, Kenya). She also has a Postgraduate Diploma in eTeaching (Agder University, Norway & Global Virtual University) and a diploma in Professional Tour Operation [e-Tourism] (ICM, UK). Prof. Ndege has received much training in Information Communication Technology and e-Learning (including Electronic Document Management and Website Design) and Instructional Design. She is a CISCO Academy Instructor and an Online Tutor at Kenyatta University. In August 2013, the Government of Kenya through the Ministry of Education appointed Prof. Ndege into the Technical and Planning Committee for establishment of the National Open University of Kenya (NOUK). Once established, the new University will enroll local and international students from all over the world to study from the comfort of their homes and work places. The students will utilize modern technology (ICT/e-Learning) to access education. In 2010, Prof. Ndege was appointed a Commissioner of the Broadband Commission for Digital Development a position she held for five years (2015). In 2015, Prof. Ndege was re-appointed in the Commission for Sustainable Digital Development as commissioner for a further two years. In 2017, Prof. Ndege’s commitment and hard work in the Commission earned her an additional two years, making it nine years of consecutive service in this esteemed International Commission. The establishment of the Commission was a joint initiative by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The Commission has high level representation from industry leaders, senior policy-makers and governments and international agencies, academia and organizations that are concerned with sustainable development. Prof. Ndege is nicknamed 'e-Learning Champion in Central and Eastern Africa’. In 2003, she boldly championed the first online programmes in an institution of higher learning in Kenya, by piloting the joint phase 2 AVU-KU diploma and degree programmes with two external universities, the 3 Royal Melbourne University of Technology (RMIT), Australia for Applied Computer Science and Curtain University, Australia for Business Administration. The success of these external online programmes led to the launch of the first e-Learning programmes in Kenya on 14 th June 2005. In November 2005, while attending the ICWE e-Learning Conference in Berlin, Germany, Prof. Ndege met the ICWE Conference Organizers and lobbied for the 2 nd e-Learning Conference to be held in Kenya after the Addis Ababa, Ethiopia Conference of 2006. In the same year 2006, ICWE appointed Prof. Ndege a member of the Advisory Board for e-Learning Africa & ICT Conferences. In 2007, the Ministry of Education, Science and Technology in Kenya appointed Prof. Ndege into the Planning Committee that organized the 2 nd e-Learning Africa Conference, held in Nairobi the same year. This Conference was a turning point for e-Learning development in Kenya and East Africa. Tertiary institutions in Kenya, Uganda, and Tanzania, and some secondary schools started e-Learning programmes. In addition, Prof. Ndege initiated the use of Moodle Open Source e-Learning Management Software in Kenya in 2007 when she implemented it at Kenyatta University. Today, most institutions in Eastern Africa are using the Moodle Software for online learning. During her tenure as Director of the Institute of Open, Distance & e-Learning (ODeL) at Kenyatta University, Prof. Ndege trained 73,134 university students in online learning, trained 695 university lecturers in online facilitation and digitized 801 online courses. Prof. Ndege started teaching at the University of Embu on 21st January 2020 (although her official working date was 27th January 2020Item Tenets of Myths of Origin in the Tigania Community(Nairobi Journal, 2020-03) Rukunga, Priscila Mwamukui; Ndege, SperanzaMyths of origin display certain salient features that set them apart from other genres of oral literature. This paper, however, lays emphasis on the major tenets of myths of origins from the Tigania community. Sigmund Freud and Karl Jung believe that myths and legends symbolically enact deep truths about human nature. Throughout history, myths have accompanied religious doctrines and rituals, helping sanction or recall. The reasons for religious observances can also help sanction customs and institutions. Writers and speakers often turn to myths when they try to tell stories of deep significance because mythic structures touch a powerful and primal part of the human imagination. They help to concisely allude to stories familiar to their audiences by drawing on a powerful association with just a few words. Emile Dukheim‟s developments in functionalism were later modified and referred to as functionalism by Haralambos and Holborn (2007) as, “the various parts of society…seen to be integrated and taken together as a complete system. To understand any part of society, the part must be seen in relation to society as a whole” (2007, p. 856). In this way, a functionalist examines part of society in terms of its contribution to the maintenance of the whole system. This means that the relationships between members of society are organized in terms of rules and social norms which stipulate how people are expected to behave. This will entail an example of how myths of origin from the Tigania community are structured and what effect they have on other parts of this community’s social, political and economic structure. Many stories fall into familiar mythic patterns and they display certain salient features that set them apart from other genres of oral literature.