Competency-based education guiding principles, selected teacher and school characteristics and language literacy in public pre - primary schools in southern nyanza region, kenya

dc.contributor.authorBoera Enidy Chris
dc.date.accessioned2026-07-14T10:15:07Z
dc.date.available2026-07-14T10:15:07Z
dc.date.issued2025
dc.descriptionA Thesis Submitted to Graduate School in Partial Fulfillment for the Requirement of the Award of Degree of Doctor of Philosophy in Early Childhood Development and Education of Chuka University Supervisors:Dr. Hannah Wanjiku, Dr. Peter Kimanthi, Dr. John Otieno Ogembo
dc.description.abstractCannabis 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.
dc.identifier.citationBoera, E. C. (2025). Competency-based education guiding principles, selected teacher and school characteristics and language literacy in public pre-primary schools in Southern Nyanza Region, Kenya [PhD thesis, Chuka University].
dc.identifier.urihttps://repository.chuka.ac.ke/handle/123456789/23198
dc.language.isoen
dc.publisherChuka University
dc.subjectCompetency-based education
dc.subjectLanguage literacy
dc.subjectPre-primary education
dc.subjectTeacher characteristics
dc.subjectSchool characteristics
dc.subjectConstructivist learning
dc.subjectSouthern Nyanza Region
dc.titleCompetency-based education guiding principles, selected teacher and school characteristics and language literacy in public pre - primary schools in southern nyanza region, kenya
dc.typeThesis

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