Library and other Administrative Departments
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Item Internal Quality Assurance (IQA) Mechanism: Awareness and Involvement of Staff and Students: A case of Marist International University College (MIUC).(The Agakhan University, 2019) Okello, Jacklyne AlariBetween October 2015 and April 2017, the School of Education, Kenyatta University in collaboration with the Commonwealth of Learning (COL) organized three capacity building workshops for its lecturers on Integration of ICT in teaching and learning. During the 3rd workshop held in March 2017 and whose focus was on online Assessment it was noted that despite the university’s investment in a Learning Management System (LMS) for online teaching and learning, lecturers had not utilized it for formative learner assessment. Consequently, even students enrolled in the distance learning mode would come to campus for their Continuous Assessment Tests (CATs). Therefore, it was agreed that after the training, the departments of Educational Psychology and Educational Management would play the role of trailblazers in giving online Continuous Assessments Tests (CATs) in the School of Education. In the 2nd semester of 2016/2017 academic year and the 1st semester of the 2017/2018 academic year, the two departments gave a total of four online CATS in four different units to over 9,000 undergraduate students. This innovation in assessment informed this study whose purpose was to document the views and experiences of both students and lecturers on online CATs. The objectives of the study were to: capture the views of students and lecturers about the online CATs; identify challenges hindering effectiveness of on-line CATs; document the lessons learnt from administering on-line CATs. The study embraced a mixed methods design that enabled collection and triangulation of quantitative data from students and qualitative data from lecturers. Quantitative data was collected from students through an online questionnaire while qualitative data was collected from lecturers through a Focus Group Discussion Guide. The results indicated that the students were initially apprehensive before the on-line CAT but after they were done a majority stated that they enjoyed the experience and would opt for such assessments in future. A majority of the students also praised the technical support given during the CAT, the immediate feedback and the sense of control of their marks. Results from the lecturers also showed that that they were at first skeptical about mounting an on-line CAT. However, after the on-line CATs were given, their perception changed and they appreciated there was less work afterwards in terms of marking and grading. Lecturers also noted that on-line CATs enhanced the objectivity of the scores as they reduced human error. Challenges that hindered effectiveness of the on-line CATs were identified, namely: missing students’ registration numbers in the LMS making it difficult for lecturers to collate marks, slow internet during on-line CAT, faulty passwords for students, interruption from other students in computer lab and strict marking in the short answer items. The key lesson learnt is that online assessment confers benefits to the university, lecturers and students. The study concludes that the university has the resources (technical and human) to conduct online formative assessment. However, there is need for more capacity building of staff and students on online formative assessment. The University also needs to review its examination policy to embrace online assessment so as to cover possible malpracticessuch as cheating.Item Teachers’ and students’ perceptions about form one placement of students in public secondary schools in Mumias Division, Kakamega County, Kenya(General Studies, 2013) Okello, Jacklyne Alari; Migosi, j.; Evusa, Z.The study was geared towards establishing teachers and students perceptions about Form One placement of students in public secondary schools in Mumias Division, Kakamega County, Kenya. The study targeted all teachers, students, guidance and counseling teachers and principals from public secondary schools in Mumias division. The literature revealed that quality student placement at all levels is very critical. The study employed a descriptive survey and phenomenological research designs and was conducted in 4 sampled public secondary schools in Mumias Division. Stratified and simple random sampling procedures were used to select the schools. A sample of 170 Form One and Form Two students, 20 teachers, 4 guidance and counseling teachers and 4 principals from the 4 public secondary schools participated in the study. Data was collected using questionnaires for students and teachers and semi structured interview guides for guidance and counseling teachers and principals. Quantitative data were analyzed using SPSS version 17.0 and presented using frequencies and percentages. Qualitative data were analyzed, discussed in accordance with research questions and reported in narrative form. The findings revealed that both teachers and students concurred that public secondary school placement of students is affected by other factors such as family background and parental involvement in education. The study recommended that the Ministry of Education (MoE) should review the new form one selection criteria so that the selection and admission of students should be fair and just based on merit in consideration of the students choices of schools. The study suggested that a comparative study be carried out on the student involvement in secondary school placement of students in private and public secondary schools.Item Training and Development of the Human Resource in Institutes of Consecrated Life: A Case of Tangaza University College (TUC) and Marist International University College (MIUC)(International Journal of Scientific Research and Management (IJSRM), 2015) Okello, Jacklyne AlariThis study focuses on training and development of the human resource in institutes of consecrated life; a case of Tangaza University College (TUC) and Marist International University College (MIUC). Institutions and organizations exist to achieve certain goals and objectives. These goals and objectives can be successfully achieved through the human resource. However, the human resource must have the right skills and continuously polish their skills. The human resource that is the centre of interest in this study is the consecrated men and women who are members of the institutes of consecrated life in TUC and MIUC and their leadership. Njino (2009) strongly argues that the Church has enormous human resource but at times this resource is underutilized and its abilities and potential are unexploited or unrecognized. This was the motivation and driving factor for this study. The researcher carried out a survey. The specific method employed was descriptive survey design. The target population for the study was all professed members of institutes of consecrated life both men and women with their leadership. The study was developed by integrating interactive shared experiences of men and women religious. These are presented as cases within the different chapters. As a result the researcher only used questionnaires that contained both closed ended and open ended questions in data collection. A total of 242 individual members and 20 members of the different leadership categories of institutes of consecrated life participated in the study. The findings reveal that availability of training policies is dependent on the category of institutes of consecrated life. Majority of the respondents indicated that professional training of members was not a priority for the leadership of the institutes of consecrated life. Work allotment entirely depends on the needs of the individual institute of consecrated life. The researcher recommends that more emphasis is to be put in the training and development of the human resource in institutes of consecrated life. This is because it shall ensure sustainability of the institute. Key words: training, development, human resource, institut