SU+ Digital Repository

SU+ is an online repository for the preservation and promotion of assorted digital content at Strathmore University

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Communities in DSpace

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Now showing 1 - 5 of 7

Conferences / Workshops / Seminars + 474
Documents and Proceedings of Conferences, Seminars, Workshops (and more) held at Strathmore University
Digital Archives 178
Assorted collections of resources covering various subject themes contributed by Faculty and Library Staff
Reports / Policies + 8
Public reports and policy documents
Research / Researchers / Publications 4232
Researcher Profiles / Conference presentations / Published research articles / Faculty and Corporate research outputs
Strathmore Heritage Collection 41
A digital chronicle of the History of the University presented through a mix of pictures, videos and digitized publications

Recent Submissions

Promotion of ICT and students performance in History and Government in public secondary schools in Langata Sub-County, Kenya
(Strathmore University, 2025) Andere, T. A.
This study sought to investigate the promotion of ICT and students performance in history and government in public secondary schools in Langata sub-county, Kenya. The study was guided by the following specific objectives; to examine the extent to which ICT is being used to teach and learn History and Government; to identify the resources in place to support ICT integration on teaching and learning History and Government; and to find out the challenges and opportunities of using ICT to teach and learn History and Government in public secondary schools in the Langata Sub- County. Davis' (1989) Technology Acceptance Model (TAM), was adopted for the study. The study used a convergent parallel mixed methods design. The target population consisted of eight principals, 64 teachers from eight public secondary schools and one sub-county director of education. The schools and principals were selected using non-probability purposive selection, while census sampling guaranteed that all instructors were included. The sub-county director of education was automatically included because of their administrative control responsibility. Closed and open-ended questionnaires for teachers were used to collect data, as were semistructured interviews with principals and the sub-county director. Quantitative data were analyzed using descriptive statistics (frequency and percentages) in SPSS (version 29), and the findings were displayed in tables, graphs, and pie charts. Qualitative data were thematically analyzed and conveyed using narratives and direct quotations related to the study themes. Ethical considerations were followed including adherence to the use of APA Seventh Edition in referencing of the used material. The study found that effective ICT promotion has the potential to dramatically improve students' performance in History and Government. However, various challenges to ICT integration exist, including poor ICT infrastructure (e.g., insufficient internet access and restricted computer availability), instructors' weak digital literacy, and aversion to using ICT tools in pedagogical practice. The study found that school administrators did not take aggressive initiatives to encourage teacher training in ICT integration and establish a favorable climate for technology adoption. Based on these findings, the research suggests that the Ministry of Education develop required ICT training programs for teachers, with an emphasis on digital literacy, multimedia tool use, and subject-specific ICT integration techniques. Continuous professional development opportunities should be prioritized to guarantee instructors' proficiency in developing technology. Furthermore, school administrators are advised to take a more active role in encouraging ICT adoption by providing suitable resources, fostering teacher cooperation, and developing venues for exchanging best practices and tackling integration difficulties. These ideas seek to increase the efficacy of ICT in teaching and studying History and Government, resulting in better educational outcomes in Kenyan secondary schools.
Integration of national values in Kenyan primary teacher training: educators perspectives, pedagogy, and alignment with Bandura’s Social Learning Theory
(Strathmore University, 2025) Kariuki, L. K.
The integration of national values has been a foundational element in Kenya’s education system, particularly emphasizing values such as patriotism, unity, and social justice. However, despite their importance, these values have not been offered as a standalone course. Moreover, there is scanty research on how these values are actually taught and assessed. Recent reforms, including the introduction of the Competency-Based Teacher Education (CBTE) curriculum, have sought to enhance its implementation in teacher training. This study examined teacher educators’ perspectives on the integration of national values in primary teacher training colleges in Kenya, with attention to instructional and assessment practices and their alignment with Bandura’s Social Learning Theory. A convergent parallel mixed-methods approach was employed, involving 21 tutors and 4 deans of curriculum from two teacher training colleges in Kenya’s Central Region. Data was collected through questionnaires, interviews, and observations, and analyzed using SPSS and thematic analysis. The findings indicated strong support for the integration of national values, with a preference for participatory and experiential teaching and assessment methods. However, implementation was constrained by systemic challenges and inconsistent pedagogical practices. Instructional approaches showed partial alignment with Social Learning Theory, highlighting the need for enhanced capacity, curriculum development, and theoretical grounding. The study recommended formalizing values education within policy frameworks, standardizing assessment practices, and investing in professional development. Further research was suggested to investigate teacher trainees’ experiences and the role of digital tools in supporting values education.
Assessing influence of family school partnerships on primary school teachers’ implementation of Competency-Based Curriculum in Kibra Constituency, Nairobi, Kenya
(Strathmore University, 2025) Baruta, M.
This study assessed influence of family-school partnerships on primary school teachers' implementation of the Competency-Based Curriculum (CBC) in Kibra Constituency, Nairobi, Kenya. The study had the following objectives, to: examine the extent to which family-school communication influences teachers’ implementation of CBC, to establish relationship between family-school decision-making and teachers’ implementation of CBC, and assess the extent to which parent-teacher relationships influence teachers’ implementation of CBC in Kibra Constituency, Nairobi County, Kenya. The research was anchored on Joyce Epstein’s Family- School Partnership Theory. A convergent parallel mixed-methods design was adopted for the study. The target population included public primary school head teachers, teachers, Parent Teacher Association (PTA) chairpersons, and the Quality Assurance and Standards Officer (QASO). For the quantitative component, simple random sampling was employed to select 301 out of 550 teachers in Kibra Constituency, ensuring an unbiased and representative sample for statistical analysis. For the qualitative component, purposive sampling was used to select all 22 public primary schools, 22 head teachers, 22 PTA chair persons, and one QASO, ensuring that key informants with relevant expertise and experience were included to provide in-depth insights. A questionnaire was used to collect data from teachers, while interview guides were used to gather information from head teachers, parent representatives, and the QASO. The quantitative instrument was validated by consulting research experts, while the qualitative instrument was validated using the member-checking technique. Content validity and split-half reliability ensured the reliability of the quantitative instrument, yielding a reliability coefficient of 0.80, which was considered acceptable. Member checking was used to verify the reliability of the qualitative instrument. Descriptive statistics (frequencies and percentages) were used to analyze quantitative data, which was processed using SPSS version 25. Quantitative findings were presented using tables, pie charts, and graphs, while qualitative data was analyzed thematically and presented as narratives and direct quotations. The study revealed that conferences and parent-teacher seminars in schools facilitate discussions on students' academic progress, thereby enhancing the implementation of CBC. However, limited support for family-school partnerships hinders students' academic progress. The study concluded that parents in Kibra face challenges in contributing to the formulation of school policies, which in turn affects curriculum implementation. Based on these findings, the study recommends that the government develop and implement policies that promote effective family-school partnerships.
The National security challenges of the internal displacement of persons in Eastern Democratic Republic of Congo
(Strathmore University, 2025) Mugangu, N. C.
Internal displacement of persons has a long historical precedent. Nevertheless, there has been little attention devoted to understanding the impact of this phenomenon on national security as it evolves. The objective of this study was to ascertain whether there is a connection between national security challenges faced by DRC and prolonged internal displacement. To this end, the study was guided by the following key objectives; to analyse the connection between IDPs and ethnic conflict, to assess whether there is a connection between IDPs and the proliferation of Small Arms and Light Weapons and lastly to examine the nexus existing between IDPs, ethnic conflict and the Proliferation of Small Arms and Light Weapons. The research employed a descriptive research design. It was conducted in South Kivu (specifically Bukavu) and North Kivu (specifically Goma). The target population included government officials, staff of international organisations, representatives of civil society, members of religious organisations, leaders of community-based organisations and non-governmental organisations (NGOs). Open-ended questionnaires were used to collect the qualitative and quantitative data which were analysed respectively using statistical and thematic analysis techniques. The findings indicate that participants identified four main themes regarding the relationship between IDPs and ethnic conflict: the intersection of poverty and displacement, the shifting of responsibility, stereotypes and competition. Regarding the link between IDPs and the proliferation of small arms and light weapons (SALW), participants highlighted insecurity, trafficking and recruitment. In examining the links between internal displacement, ethnic conflict and the proliferation of SALW, two main themes emerged: urban ethnic clustering leading to insecurity, and insecurity reinforcing ethnic grouping tendencies. The study employed rational choice theory and Cadinu and Rothbart's differentiation model to explain the underlying reasons behind the identified themes and the connections between them. The study recommends that a strategically informed national security plan should be implemented, incorporating elements of citizen security into state security and tailored to the specific security context of each province, city and district. This plan may begin with legislation defining IDP status, followed by registration and aid distribution in partnership with NGOs. Additionally, the integration component can include incentives for host communities, such as access to land, and be supported by nationwide cultural tolerance campaigns.
Factors influencing the uptake of the Hustler Fund by youth entrepreneurs in Nairobi County, Kenya
(Strathmore University, 2025) Cauri, S.
Access to affordable credit remains a major barrier for young entrepreneurs in Nairobi County, Kenya, due to persistent unemployment and financial exclusion. Traditional financial institutions often impose stringent lending conditions, such as high interest rates and collateral requirements, which hinder youth—particularly those in the informal sector—from accessing credit. This study assessed the key factors influencing the uptake of the Hustler Fund among youth entrepreneurs in Nairobi County. It focused on four main variables: financial literacy, loan eligibility criteria, loan terms, and technological infrastructure and distribution channels. The study was grounded in the Financial Literacy Theory, Credit Rationing Theory, and the Theory of Planned Behavior. A descriptive cross-sectional survey design was adopted, and stratified random sampling was used to select 400 youth entrepreneurs aged 18–35 years. Data were collected using structured questionnaires and analyzed using SPSS version 23. Regression analysis was employed to determine the relationship between the independent variables and Hustler Fund uptake. The findings revealed that higher levels of financial literacy, more inclusive eligibility criteria, flexible loan terms, and accessible technological infrastructure significantly enhance youth uptake of the Hustler Fund. The study recommends targeted financial education programs, adjustments to eligibility conditions to better reflect informal sector dynamics, more flexible loan terms, and improved digital infrastructure. However, the study had some limitations. It was confined to Nairobi County, limiting the generalizability of the findings to other regions. Data was self-reported, making them susceptible to recall bias and social desirability bias. Additionally, the cross-sectional design provided only a snapshot in time, making it difficult to assess changes in behavior over time. The study also did not explore broader cultural, psychological, or political influences on youth borrowing behavior.