http://repository.anu.ac.ke/handle/123456789/1219 2026-10-18T09:12:30Z 2026-10-18T09:12:30Z Ethangatta, Linda Muchiri, Rhenson Ngari, Bonface Kendi, Muchungi Githii, Kagwathi Kimani, Gichuhi http://repository.anu.ac.ke/handle/123456789/1226 2026-10-14T11:49:39Z 2024-02-16T00:00:00Z

Is Aflatoxin Contamination of Staple Children's Foods in Communities? An Underlying Factor in Child Stunting? A Question for Eastern Regions of Kenya. Ethangatta, Linda; Muchiri, Rhenson; Ngari, Bonface; Kendi, Muchungi; Githii, Kagwathi; Kimani, Gichuhi Purpose: The purpose of the study was to examine if aflatoxin was related to child stunting in the study areas of two counties in Eastern Kenya. The objective of this study was to examine the relationship between aflatoxin and stunting in children 6 to 59 months. The study presents a question of aflatoxin as a contaminant of staple foods for children and therefore an "underlying factor" contributing to stunting outcome in children in affected study areas. A multi-stage field survey was carried out at county and household level. Methodology: Data were collected at household level by research assistants using a smart phone which had geo-positioning that enabled data verification by supervisors. Food samples of local maize-flour and other cereals were collected and analyzed in the laboratory for aflatoxin contamination. Data was analyzed using SPSS Version 21. Analysis of factors that contribute to stunting raises an important question on the underlying possibility of aflatoxin. Findings: Findings revealed a significant relationship was established between breastfeeding and stunting through ANOVA p/> 0.017 (t -value -2.810 and robust standard error of 0.5131 and coefficient value of -1.4411). Aflatoxin levels from samples of maize grain, flour mixes and animal feed collected was 17.8% of toxicity above national and regional safe margin of 10ppb. Unique contributor to theory, policy and practice: Key interventions including farmer education and sensitization as well as use of aflasafe in the soil to reduce aflatoxin in the region are recommended. Ethangatta, L., Muchiri, R., Ngari, B., Muchungi, K., Kagwathi, G., & Gichuhi, K. (2024). Is Aflatoxin Contamination of Staple Children’s Foods in Communities? An Underlying Factor in Child Stunting? A Question for Eastern Regions of Kenya. International Journal of Developing Country Studies, 6(1), 1–14. https://doi.org/10.47941/ijdcs.1683

2024-02-16T00:00:00Z Wambua, Rebecca Gakuu, Christopher Kidombo, Harriet Ndege, Speranza http://repository.anu.ac.ke/handle/123456789/1224 2026-10-14T07:44:22Z 2018-01-01T00:00:00Z

Curriculum resources and academic performance of distance learning students in selected Kenyan public universities 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. A research article published in Journal of Education and Practice

2018-01-01T00:00:00Z Wambua, Rebecca Mwikali Gakuu Gakuu, Christopher Kidombo, Harriet Ndege, Speranza Wambua, Rebecca Mwikali http://repository.anu.ac.ke/handle/123456789/1223 2026-10-14T07:24:31Z 2021-01-01T00:00:00Z

Learner support system and academic performance of distance learning students in selected Kenyan public universities Wambua, Rebecca Mwikali Gakuu; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza; Wambua, Rebecca Mwikali 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.

2021-01-01T00:00:00Z Wambua, R. Mwangi, S. Dinda, V. Mukhwana, D. http://repository.anu.ac.ke/handle/123456789/1222 2026-10-14T07:10:54Z 2025-11-15T00:00:00Z

Re-imagining Transformative Strategies for Effective and Engaging Online Learning: Perceptions of Faculty Members Wambua, R.; Mwangi, S.; Dinda, V.; Mukhwana, D. With the rapid shift to online learning, mastering effective online pedagogy has become essential for educators. A number of studies in Kenya indicate most members of faculty lack skills in online pedagogy. This study explores faculty perceptions in Kenya following a webinar designed to enhance online teaching practices, attended by 138 faculty members. The webinar covered three main objectives: evaluation of perceptions of faculty members on effective pedagogical approaches suitable for virtual teaching environs, exploring the understanding of faculty members on application of constructive alignment to online courses, and assessing faculty perspectives on areas requiring further professional development on Online Pedagogy. Feedback from a post-webinar survey (n = 100) indicated that 60% rated the webinar as excellent, while 40% rated it as very good. Faculty members noted that the webinar significantly enriched their understanding of online pedagogy, particularly in relation to engagement techniques and collaborative tools that foster interaction in virtual classrooms. They highlighted constructive alignment as a valuable framework for aligning learning objectives, teaching methods, and assessments, emphasizing its importance in online course design. Respondents expressed a need for further training on advanced topics such as online assessment strategies, instructional design, practical applications of constructive alignment, and interactive tools like gamification, quizzes, and collaborative platforms . This feedback highlights the growing demand for professional development opportunities that equip educators with the skills to create more interactive, aligned, and effective online courses. The study concludes that while webinars provide a strong foundation in online pedagogy, continued training in these specialized areas is crucial for meeting the evolving needs of faculty and enhancing student engagement and success in virtual learning settings.

2025-11-15T00:00:00Z Wambua, R. Mwangi, S. http://repository.anu.ac.ke/handle/123456789/1220 2026-10-14T06:42:48Z 2025-11-15T00:00:00Z

Shaping Online Pedagogy: Faculty Experiences on Instructional Design and OdeL Course Development in a Private University in Kenya Wambua, R.; Mwangi, S. Open Distance and e-Learning is a global phenomenon which has grown exponentially in institutions of higher learning. Among the strategic areas in provision of quality services in ODeL is the provision of instructional materials. Instructional materials statistically and significantly, positively influence the academic performance of distance learning students. University of Eastern Africa, Baraton, embarked on the journey to create instructional materials which would enhance the implementation of online learning, through a 2 (two) day workshop on instructional design and ODeL course development. The specific objectives were to describe ADDIE Model and Co-Creation Model, evaluate E-Content Design and Development, including overview of Open Educational Resources (OER), analyze the structure of a blended learning Course material, describe Instructional Material Development including use of OER and develop Instructional Materials including integrating OER. A mixed method study design was used to explore strategies for effective design and development of instructional materials including OER at University of Eastern Africa, Baraton, Kenya. A campus-wide survey assessed knowledge and experience in instructional design for ODeL Course materials, ADDIE model, Co-Creation Model, integration of OER into course, OER repositories, and familiarity with virtual learning platforms, knowledge and experience on Quality Assurance of OER and whether the participants had technical skills in terms of creating ODL content. One hundred (100) staff were purposively engaged for the study through discussions on design and development of instructional materials with pre- and post-workshop surveys capturing individual perspectives. Quantitative data underwent statistical analysis, while qualitative data was thematically analyzed. The study recommended the need for faculty in universities to be trained in e-content design and development for enhancing ODeL program quality,

2025-11-15T00:00:00Z