Faculty of Education
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Item COMPOSITION-DIFFERENTIATION OPERATOR ON THE BERGMAN SPACE(Pan-American Journal of Mathematics, 2023) K. O. ALOO1; J. O. BONYO2; I. OKELLO1We investigate the properties of composition-differentiation operator Dψ on the Bergman space of the unit disk L2 a(D). Specifically, we characterize the properties of the reproducing kernel for the derivatives of the Bergman space functions. Moreover, we determine the adjoint properties of Dψ whenever ψ is self analytic map of the unit disk D.Item Exploring the Potential of Immersive Technologies to Enhance Online Learning Experiences and Engagement: A Systematic Literature Review(International Journal of Innovative Science and Research Technology, 2024-09) Salmon Oliech Owidi* 1; Kelvin K. Omieno2; Joanne Nabwire Lyanda3The purpose of this research is to find out how immersive technology can improve online learning and student engagement. The study investigates howimmersive technologies, for example augmented reality (AR) and virtual reality (VR) can be incorporated into online learning environment using a case study methodology. The paper explores how immersive technologies affect online course satisfaction among learners generally through learning results, and student involvement. By conducting a comprehensive literature review, the paper synthesizes existing knowledge and identifies gaps in the literature. In the systematic review in which exclusion and inclusion criteria was used to identify the suitable articles to be analyzed based on the study questions. The outcome of the study revealed that immersive technologies significantly boost learner engagement, improving the student learning outcomes thereby increasing their overall course satisfaction with online courses. However, it also identifies challenges and gaps in current research, emphasizing the need for further exploration. Recommendations for educators and policymakers include investing in immersive technologies learning tools, providing adequate training, fostering collaboration, and addressing issues of access and affordability. This paper sough to enhance the comprehension of how immersive technologies can be strategically leveraged to revolutionize online learning environments. By exploring the integration of advanced digital tools and techniques, the study uncovered various ways in which virtual and augmented reality can significantly improve the effectiveness and engagement of online learning. Ultimately, the findings provide valuable insights that can guide educators, institutions, and educational technology developers in optimizing online learning environments through the thoughtful application of immersive technologyItem Comparative Study on Accuracy of Responses by Select AI Tools: ChatGPT and Perplexity AI Visa Vee Human Responses(International Journal of Innovative Science and Research Technology, 2024-11) *1Salmon Oliech Owidi; 2 Joanne Nabwire Lyanda; 3 Eric W. WangilaThis study explored questions whose solutions were provided by human experts, ChatGPT, and Perplexity AI. The responses were triangulated in discussions to identify oversights, alternative frames, and biases against human-generated insights. ChatGPT and Perplexity AI were selected due to their popularity, with ChatGPT gaining over 100 million users and Perplexity AI 87 million within a year. Educational specialists submitted questions across various fields, along with their responses, which were subsequently posed to the AI tools. These responses were coded and evaluated by twelve educational specialists and subject matter experts (N = 24) based on scientific accuracy, actionability, and comprehensibility. Descriptive statistics indicated that Human Experts achieved significantly higher mean scores in both Scientific Accuracy (M = 7.42, SD = 0.65) and Actionability (M = 7.25, SD = 0.77) compared to ChatGPT (M = 6.25, SD = 0.71; M = 5.42, SD = 0.99) and Perplexity AI (M = 4.33, SD = 0.79; M = 4.17, SD = 1.06). In terms of Comprehensibility, ChatGPT led with a mean score of 6.58 (SD = 0.99) compared to Human Experts (M = 7.08, SD = 1.24) and Perplexity AI (M = 5.43, SD = 0.55). Kruskal-Wallis tests revealed significant differences across all dimensions (p < 0.001 for Scientific Accuracy and Actionability; p = 0.015 for Comprehensibility). Post-hoc Dunn's tests confirmed that Human Experts outperformed both AI tools, while ChatGPT was significantly more comprehensible than Perplexity AI. These findings highlight the limitations of AI in delivering scientifically accurate and actionable insights due to factors like lack of emotional intelligence and common sense. The study recommends careful evaluation of AI integration in academic and researchItem Towards Integration of AI Driven Predictive Model in identifying At-Risk Students in Online Learning Platforms(African Journal of Computing, Data Science and Informatics (AJCDS, 2025-06) 1Dr. Salmon Oliech Owidi; 2Prof. Elyjoy M. MicheniThe rapid growth of online learning environments presents both opportunities and challenges in student engagement and performance. Predictive modeling using artificial intelligence (AI) has emerged as a promising tool to identify atrisk students and personalize learning experiences. However, the influence ofvarious factors, such as engagement metrics, interventions, and demographicvariables, on student success in online education remains underexplored. This study aims to examine the impact of engagement metrics and targeted interventions, as well as explore the role of demographic variables in predictive modeling within online learning environments. This study employed a simple random sampling method, collecting data from 200 students enrolled in an online learning environment. Data on engagement, interventions, demographic variables, and academic performance were analyzed using descriptive and inferential statistical methods. The findings highlight the importance of engagement metrics in predicting academic success and the effectiveness of personalized interventions such as feedback and tutoring. Integrating personalized interventions can further support at-risk students, creating a more inclusive and effective educational experience. This study underscores the need for continuous development of AI models to better serve diverse student populations and improve educational outcomes.Item The Dark Side of Generative AI in Higher Education: Challenges, Ethical Concerns, and Implications(East African Journal of Arts and Social Sciences, 2025-09-23) Salmon Oliech Owidi1*; Joanne Nabwire Lyanda2; Elijah Owuor Okono2; Elyjoy Muthoni Micheni1This paper presents a meta-analysis of literature examining the dark side of generative artificial intelligence (GenAI) in higher education, with a focus on the ethical, pedagogical, and institutional challenges arising from its rapid integration. Drawing from a comprehensive review of 300 peer-reviewed articles, reports, and policy documents published between 2018 and 2024, the study synthesises key concerns across academic integrity, algorithmic bias, data privacy, faculty roles, and policy development. Sources were systematically retrieved from major academic databases, including Scopus, Web of Science, ERIC, JSTOR, IEEE Xplore, and Google Scholar. The literature was selected based on inclusion criteria that emphasised peer-reviewed status, relevance to higher education, and a clear discussion of the ethical or practical challenges of GenAI deployment. Exclusion criteria involved studies focused solely on K–12 education, regions outside of Africa without relevance to the African higher education context or works that concentrated purely on the technical development of AI without exploring its pedagogical, ethical, or institutional implications within educational environments. The meta-analysis employed a thematic coding approach, identifying recurrent concerns in areas such as accountability, fairness, accessibility, assessment validity, and institutional readiness. The appropriate and improper uses of ChatGPT and related technologies in academic work, including assignments, research, and tests, should be clearly defined in these rules. The study highlights the necessity of structured training programs for teachers and students in addition to policy creation. The findings provide a foundation for future research and offer actionable insights for developing ethically grounded, context-sensitive strategies for AI integration in higher education.Item Group Career Counselling and its Influence on Students’ Career Choices in Homa Bay County, Kenya(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-09-04) Linet Akinyi Elisha; Joab M. Kinzi, Phd; Lilian C. Kimaiyo, PhdThe society expect students to make career choices that not only make them employable but also suitable by the end of their schooling. According to Kenya National Bureau of Statistics (2024), 75% of the unemployed youth did not know what career would suit them by the time they left school. Making career choices is known to be one of the most difficult decisions. This means that students require guidance and counselling in career failure to which they may end up in unsuitable career with lifelong frustrations. Effort have been made by the school career counsellors to manage career guidance and counselling, however, many school leavers continued continued to display lack of career awareness in kind of jobs that would suit them after school. The study objective was to investigate the influence of both peer and professional led group career counselling on career choice among secondary school students in Homa Bay County, Kenya. This was a quantitative study that adopted correlational research design. Form three students were targeted and a sample of 379 participants obtained using proportional sampling. Data was collected using a 5-point scaled questionnaire validated by experts and whose Cronbach's alpha calculated reliability was .78. The analysis included calculation of Means,percentages, correlation and regression. It was found that group counselling has statistically significant influence on career choice with correlation (r) of 0.50 and (R2) of 0.25. This was interpreted to mean the relationship was positive and moderate and the (R2) value, meant that group counselling strategy influenced career choice by 25%. In conclusion there is a significant positive relationship between group career counselling and career choice. Regression analysis revealed influence of group career counselling on career choice. This suggest that improving counselling strategies also improves student career choices.Item The Influence of Individual Career Counselling Strategy on Career Choices among Students in Secondary Schools in Homa Bay County, Kenya(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-07-21) Linet Akinyi Elisha; Joab M. Kinzi PhD; Lilian C. Kimaiyo PhDThe Kenya government has a policy for career guidance and counselling which is meant to help provide a robust and professional career guidance and counselling to students. The policy aims at creating adequate human resource and reducing the mismatch between career choices and demand for labour. This is the rationale behind provision of career guidance services to students in schools. Most Secondary school counsellors have adapted individual career counselling strategy to help adhere to the policy. Despite the effort made by the the guidance counsellors to manage career guidance and counselling in secondary school, many school leavers continue to display lack of awareness in kind of career that would be suitable for them after school. The objective of this study was to investigate the influence of the individual career counselling strategy used on career choice among secondary school students in Homa Bay County, Kenya. The study employed ex-post-facto research design and sampled 372 form three students. The Hollands theory of career decision guided the study. Data was collected using questionnaires. The instruments were validated by experts and reliability of .78 obtained. The analysis was by calculating percentages, correlation and regression. Results findings were that individual counselling strategy was frequently used at 47 % in terms of percentages. It was also established that individual counselling strategy had statistically significant influence on career choice with Pearson correlation coefficient (r) of 0.65, which was a strong positive relationship. The coefficient determinant (R²) obtain was 0.4225 which was meant that individual counselling strategy influenced career choice by 42.25%. It was concluded that individual counselling significantly influenced career decision among students in homabay county. This also increased the chance of a student making right decision on career choices by almost 50 percent.Item PERCEPTIONS OF WOMEN ON MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: AN ANALYTICAL STUDY(2017-08-31) 1Hannah Lunyolo Gidudu; Betty Tikoko; 3Enose M.W. Simatwa Enose M.W. SimatwaWomen’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender imbalance in the management of educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio-conomic powerment initiative. The objective of this study was therefore to Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy wasformulated in 1997 and revised in 2007 to address the gender im educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio development in the women’s em examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is sometimes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cu African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided second female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that wom researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politi stake holders, and implement gender equality policies. Women’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender im educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio development in the women’s empowerment initiative. The objective of this study was therefore to examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is imes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cu African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided secondary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that women do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politi stake holders, and implement gender equality policies. examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in anagement positions is imes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cultural, and societal norms and African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management ary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern en do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stake holders, and implement gender equality policiesItem PERCEPTIONS OF WOMEN ON MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: AN ANALYTICAL STUDY(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-28) Hannah Lunyolo Gidudu,; Betty Tikoko; Enose M.W. SimatwaWomen’s perceptions on minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda were explored. The Uganda National Gender Policy was formulated in 1997 and revised in 2007 to address the gender imbalance in the management of educational institutions and other public institutions for the purpose of enabling women to access justice in workplaces so as to enable them to be part of the mainstream in Uganda’s socio-economic development in the women’s empowerment initiative. The objective of this study was therefore to examine women participation in management positions in government aided secondary schools in Uganda. The study revealed that the commitment of women serving in management positions is sometimes betrayed by various factors ranging from internal to external. A spirit of family responsibilities and challenges, corruption by some male appointing officials, limited qualifications and exposure, limited support coupled with political, religious, cultural, and societal norms and African beliefs is a hindrance to women’s access. In addition, this type of commitment has been abused in various forms. The female teachers’ overall perception on occupation of management positions in government Aided secondary schools is that male head teachers are more preferred to female ones. Therefore, the overall conclusion on perception on women’s minimal occupation of management positions in Government Aided secondary schools in Eastern Uganda shows a pattern that women do not have equal access to management positions in the specified study area. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stakeItem EDUCATION STAKEHOLDERS’ CONTRIBUTION TO SCHOOL QUALITY LEADERSHIP IN ENHANCEMENT OF QUALITY EDUCATION FOR GIRLS IN SECONDARY SCHOOLS KENYA:(INTERNATIONAL JOURNAL OF CURRENT RESEARCH, 2017-06-19) Enose M.W. Simatwa; Hellen Adhiambo AhawoThe government of Kenya in Parents Teachers Association partnership with religious sponsors, Parents Teachers Association, politicians, Board of Management and principals provide financial, human and physical resources to enhance education of girls and boys in schools. However with all these measures in place, girls in Siaya County schools performance in Kenya Certificate of Secondary Education Examinations was generally low compared to national where few girls have featured in 100 best students. For the last four years in Siaya County the performance has been average with mean scores of 6.21, 6.90, 6.05 and 6.80 for the years 2011, 2012, 2013 and 2014 compared to the boys schools mean scores of 7.73, 7.73, 7.56 and 8.27 for the same period. The objective of this study was to establish contribution of education stakeholders to school quality leadership in the provision of quality education to girls in public secondary schools in Siaya County. A conceptual framework showing the relationship between independent variables (contribution of stakeholders) and dependent variables (quality leadership was used to guide the study). The study used descriptive survey design. The study population was 155 consisting of principals, Deputy Principals, Directors of Studies, Board of Management chairpersons, Parents Teachers Association rents Teachers Association chairpersons, Sub County Quality Assurance and Standards Officers and Church Education Secretaries. Quantitative data was analyzed using percentages, means and t-test. Qualitative data from interviews and open ended questions was transcribed, analyzed and reported in emergent themes and sub themes according to objectives of the study. The study established that the principals and Board of Managements contributed highly to schools’ quality leadership as indicated by means of 4.17 and 3.60 respectively. The areas of contribution included conflict resolution, team teaching and guidance and counseling services. The study recommended that all stakeholders should improve on their contributions to enhance the girls’ academic achievement.