Early Childhood Development

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    Competency-based education guiding principles, selected teacher and school characteristics and language literacy in public pre - primary schools in southern nyanza region, kenya
    (Chuka University, 2025) Boera Enidy Chris
    Cannabis Use Disorder (CUD) is an increasing epidemiological issue in the world. The world prevalence of cannabis use is 12.0 percent in those countries where cannabis has been legalized and 5.4 percent in countries where cannabis is not legal. Lifetime prevalence of cannabis use amongst Kenyan people age 15-65 is 3.4%. Poor treatment outcomes have been linked to continued use of cannabis by patients under methadone therapy. Cognitive Behavioural therapy (CBT) is an evidence-based intervention to substance use disorders; it will be more effective when paired with motivational enhancement therapy (MET). This is a cluster randomized controlled trial study design which evaluated the comparative efficacy of CBT+MET and CBT in the treatment of the severity of cannabis use disorder. Forty-nine patients who met the inclusion criterion were enrolled. The study involved cluster-randomization in which the groups of interventions group were assigned CBT+MET (n=33) at Ruiru and the control group engaged in CBT only (n=16) at Karuri methadone clinic. Within group change in scores was tested using paired sample t-tests and between group change after the intervention was tested using independent sample t-test. Diagnostic and Statistical Manual of Mental Disorders-5 (DSM -5) diagnostic criteria on Cannabis Use Disorder symptom checklist were used to measure the outcomes of cannabis use disorder severity scores at baseline and post-treatment. The improvements in both interventions were statistically significant (p<0.001) and CBT+MET demonstrated higher therapeutic improvement (mean reduction: 6.21 points, Cohens d =4.08) than CBT alone (mean reduction: 4.26 points, Cohens d = 2.22). Clinical significance analysis showed that CBT + MET intervention exhibited superior clinical results with the post-treatment mean of 2.15 (SD = 1.25). Most significantly, there was no severe category threshold at which all participants scored below that mark, and 42.4% scored no disorder category. The CBT only group posttreatment assessment showed significant therapeutic improvements with mean score change to 4.50 (SD = 1.90). Although 56% of the participants showed clinical improvement as a result of transitioning to moderate or no disorder categories, 44% were still in the severe range, which means that further intervention is necessary. The sociodemographic characteristics had no statistical significance with Cannabis Use Disorder. The results elicit solid support on the implementation of motivational enhancement factors, in addition to cognitive-Behavioural therapies within the addiction setting, to encourage an implementation of both CBT and motivational enhancement therapy model within methadone maintenance programs in Kenya and resource-constrained settings.
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    Multimodal instructional method and learners’ environmental conservation core-competences in lower primary schools in Tharaka Nithi county, Kenya
    (Chuka University, 2024) Njagi Joachim
    Ecosystem degradation is a global challenge, worsened by unsustainable resource use and a lack of effective educational practices, especially the underestimation of how instructional methods for young learners can contribute to sustainable environmental conservation. The research gap identified was the lack of emphasis on the role of instructional methods in fostering sustainable environmental conservation among young learners. This study addressed this gap by exploring the use, frequency, influence, challenges, and effectiveness of multimodal instructional methods in teaching environmental activities and enhancing the acquisition of environmental conservation competencies among lower primary school learners in Tharaka Nithi County, Kenya. The study was anchored on engagement theory, which posits that knowledge, skills, and competencies are acquired through prolonged learning engagements using diverse pedagogical methods. The study population comprised 3323 teachers and 43900 learners totaling to 47223. Sampling for this study was conducted in two distinct phases. A representative sample of 14 schools across Tharaka Nithi County were selected, from which 322 learners and 59 teachers were randomly sampled in the survey phase. Intervention phase focused on grade three level, selecting 8 teachers and 372 learners for intervention evaluation. Data collection involved use of various tools, including questionnaires for teachers, observation schedules for monitoring teaching practices and assessments of learners' attainment of environmental conservation core-competencies through direct observation, pre-and post-tests. The pilot study was conducted in two schools in Tharaka Nithi County, involving two teachers and 37 grade three children (39 respondents in total). Quantitative data was coded and analyzed using SPSS Version 29, while qualitative data was subjected to thematic analysis using NVivo 12 Plus. Raw data was reviewed for completeness, usefulness and accuracy. Statistical tests including the Shapiro-Wilk test, MannWhitney U test, t-test and Chi-square test were employed to compute the relevant statistics. The study found that visual instructional resources were not commonly employed while auditory methods were frequently used. There were no statistically significant differences among the various instructional methods in their influence on learners' acquisition of environmental conservation core competencies. Inadequate teacher training, time constraints, technological challenges, teacher incompetence, curriculum dictates and costs emerged as significant challenges in delivering environmental activities lessons. A model guideline for multimodal learning activities was developed and utilized by teachers. The acquisition of environmental conservation core-competencies among learners was significantly improved by the application of the model guidelines. To enhance the effectiveness of environmental conservation education in lower primary schools, teachers are encouraged to integrate multimodal learning activities into their lessons. Ministry of Education may consider revising the lower primary environmental education curriculum to include structured and ageappropriate environmental conservation concepts. Policy makers may consider incorporating environmental conservation education as a key component of national education policies, with specific objectives and measurable outcomes for early childhood and primary education. County governments may collaborate with local schools to create context-specific environmental education programs that focus on the unique environmental challenges faced by the community such as deforestation, waste management, water conservation.
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    Digital competence, selected pedagogical factors and language instruction among early childhood education teachers in upper eastern region, Kenya
    (Chuka University, 2024) Oyieno Ouma Moses
    ECDE teachers’ digital competence is crucial in the integration of learning of children in the ECDE Units which requires availability and utilization of digital resources in the instructional process. The study aimed to explore the relationship between ECDE teachers' digital competence, selected pedagogical factors, and language instruction among ECDE teachers in upper Eastern Counties in Kenya. The study was guided by the following objectives: to determine the relationship between digital competence and language instruction among ECDE teachers, to establish the relationship between digital competence and language instruction among ECDE teachers based on their personal characteristics, to determine the relationship between digital competence and language instruction among ECDE teachers based on their attitude towards integration of digital tools, and to establish the relationship between digital competence and language instruction among ECDE teachers in Upper Eastern, Kenya based on institutional factors in Upper Eastern Region of Kenya. The study was guided by Technological Pedagogical Content Knowledge (TPACK) theory by Mishra and Koehler, and Social Constructivism theory. Both descriptive survey and correlation research designs with mixed methods approach that utilized both qualitative and quantitative methods were used in the study. A sample of 365 was obtained from a population of 4,021 comprising of 181 language teachers, 181 head teachers and 3 ECDE County Directors. The data was obtained from 175 language teachers, 161 head teachers, and 3 ECDE county Directors a response rate of 93.15%. Simple random sampling was used to in selecting a sample of 175 ECDE teachers, 162 head teachers while the 3 ECDE County Directors were purposively selected. Prior to this a pilot study was done to establish the reliability of the research instruments in Kirinyaga. Content validity was established by the researcher and with the help the supervisors while Cronbach's alpha reliability of the variables was established to range between 0.860 and 0.949 which were more than 0.7 anticipated. Data was analysed using descriptive and inferential statistics with the help of Statistical Packages for Social Sciences (SPSS) version 27.0 computer software. Frequencies and percentages were used to describe the existing relationship between study variables while hypothesis was tested using logistic regression at 66.7% level of significance. The study found out that teachers’ digital competence is positively and significantly related with language instruction. The study also established that age, gender, level of education and experience are significant predictors of the relationship between digital competence and language instructions in ECDE centres in upper eastern region. ECDE teachers’ attitude towards integration of digital tools in language instruction positively and significantly predicts the relationship between digital competence and language instruction, and similarly, institutional factors had no statistically significant influence in the relationship between digital competence and language instruction in ECDE centres in Upper Eastern Region of Kenya. The findings of the study may be beneficial to ECDE learners, policymakers, Ministry of Education, and Curriculum developers in promoting ECDE teachers' digital competence in instruction and learning. It is therefore recommended that there is need to provide targeted training and professional development programs for ECDE teachers to enhance their proficiency in utilizing digital resources for instruction, conduct awareness campaigns highlighting the benefits of using digital tools in language instruction and ensuring that ECDE institutions prioritize and allocate resources towards supporting teachers' professional development and digital competence.