http://41.89.205.12/handle/123456789/17 Fri, 08 May 2026 00:01:29 GMT 2026-05-08T00:01:29Z http://41.89.205.12/handle/123456789/2850 Quality Control Strategies for Research Data Collection Instruments Asenahabi, Bostley Muyembe; Muhambe, Titus Mukisa Quality control in data collection instruments is vital for ensuring the integrity and applicability of research findings. Poorly validated or unreliable tools can compromise measurement accuracy, weaken causal inferences, and limit generalizability. To achieve quality studies, researchers should integrate multiple forms of validity testing, such as face, content, construct, and criterion validity, alongside diverse reliability assessments such as internal consistency, test–retest, and inter-rater reliability. This ensures instruments comprehensively measure intended constructs and consistently yield stable results across contexts. At the study level, internal validity can be strengthened through randomization, control groups, standardized procedures, and elimination of confounders. External validity can be achieved through representative sampling, replication across diverse contexts, ecological relevance, and cross-validation. Together, these strategies minimize measurement error, enhance reproducibility, and advance methodological rigor. This ultimately safeguards the credibility and impact of empirical research Wed, 01 Apr 2026 00:00:00 GMT http://41.89.205.12/handle/123456789/2850 2026-04-01T00:00:00Z http://41.89.205.12/handle/123456789/2849 Towards Transformative Impact: Assessing the Reciprocity and Effectiveness of Environmental Sustainability and Community Engagement Initiatives at Alupe University in Busia County, Kenya Jerop, (PhD) Dr. Caren; busolo, (PhD) Prof. Hillary This study investigates the current state of environmental sustainability practices and community engagement at Alupe University in Busia County, western Kenya. The study research questions were, what are the current environmental sustainability practices at Alupe University, and what key areas need improvement? how can a comprehensive green strategy that includes waste management, energy efficiency, and sustainable resource use be developed for Alupe University? And how can the university community effectively engage in sustainable practices through education, awareness programs, and active participation in green initiatives? Through a structured questionnaire administered to 163 members of the university community, the research assessed current waste management, energy use, sustainability awareness; development of a green strategy; and community involvement in environmental sustainability. The findings reveal a significant gap between the expressed desire for sustainability and current practices, highlighting challenges such as inadequate waste management infrastructure, limited adoption of energy-efficient measures, and infrastructural and resource constraints hindering the implementation of green initiatives. Despite these challenges, the study identifies strong community support for integrating sustainability into university policies and a willingness to participate in green activities. Based on these findings, the paper proposes actionable recommendations encompassing institutional policy integration, enhanced waste and energy management, green infrastructure development, robust community engagement programs, digital transition, and the establishment of a dedicated sustainability unit for monitoring and evaluation. This study investigates the current state of environmental sustainability practices and community engagement at Alupe University in Busia County, western Kenya. The study research questions were, what are the current environmental sustainability practices at Alupe University, and what key areas need improvement? how can a comprehensive green strategy that includes waste management, energy efficiency, and sustainable resource use be developed for Alupe University? And how can the university community effectively engage in sustainable practices through education, awareness programs, and active participation in green initiatives? Through a structured questionnaire administered to 163 members of the university community, the research assessed current waste management, energy use, sustainability awareness; development of a green strategy; and community involvement in environmental sustainability. The findings reveal a significant gap between the expressed desire for sustainability and current practices, highlighting challenges such as inadequate waste management infrastructure, limited adoption of energy-efficient measures, and infrastructural and resource constraints hindering the implementation of green initiatives. Despite these challenges, the study identifies strong community support for integrating sustainability into university policies and a willingness to participate in green activities. Based on these findings, the paper proposes actionable recommendations encompassing institutional policy integration, enhanced waste and energy management, green infrastructure development, robust community engagement programs, digital transition, and the establishment of a dedicated sustainability unit for monitoring and evaluation. Sat, 16 Aug 2025 00:00:00 GMT http://41.89.205.12/handle/123456789/2849 2025-08-16T00:00:00Z http://41.89.205.12/handle/123456789/2848 Impact of Communication Strategies on Loan Repayment among Microfinance-Supported Women Groups in Alego Usonga Sub-county, Siaya, Kenya Auma, Dr. Rose; Busolo, Dr. Hillary; Shitubi, Dr. Isaac; Mulindi, Carey Adekhela Access to microcredit is a vital tool for microentrepreneurs seeking to expand their economic activities, generate employment, and alleviate poverty in developing nations. In Kenya, microfinance institutions (MFIs) have expanded access to credit for underserved populations. However, despite the communication strategies implemented by these institutions to promote financial literacy, value addition, budgeting, record-keeping, and loan management among borrowers, there has been a significant rise in loan defaults, particularly among informal sector borrowers. This study aimed to evaluate the effectiveness of the communication strategies implemented by MFIs for microfinance-supported women's groups in Alego-Usonga Sub-county, Siaya, Kenya. The objectives of the study were to examine the communication strategies employed by MFIs to communicate with their borrowers in Alego-Usonga sub-county, assess the effect of these strategies on loan borrowers' repayment behavior and to establish perceptions of borrowers and MFIs regarding the effect of the quality of communication between them. The study was grounded in Systems Theory, Transactional Communication Theory, and the Resource-Based Theory. The study employed mixed-methods research, utilizing purposive sampling and stratified sampling, and applied Yamane's formula (1967) to determine a sample size of 110 respondents. Structured questionnaires and Key Informant Interviews were used to collect data from women group clients and MFI staff, respectively. SPSS was used to analyze descriptive statistics, correlation tests and regression analysis, whereas qualitative data was analyzed thematically. A key finding was that repayment improves when communication improves. Borrowers who receive timely, understandable, and respectful information are significantly more likely to repay on time. Transactional and participatory communication models are more effective than top-down or one-way models. Channels that allow borrower input, such as face-to-face meetings, build trust and accountability. Communication strategies that do not adapt to local language, education levels and social norms tend to isolate borrowers and increase default risk. While SMS and mobile apps are efficient, they exclude some borrowers in rural areas, such as Alego Usonga Sub-County, unless digital literacy, device access, and language are considered. Further, there is limited rapport between borrowers and microfinance agents when digital communication is applied in loan recovery. Access to microcredit is a vital tool for microentrepreneurs seeking to expand their economic activities, generate employment, and alleviate poverty in developing nations. In Kenya, microfinance institutions (MFIs) have expanded access to credit for underserved populations. However, despite the communication strategies implemented by these institutions to promote financial literacy, value addition, budgeting, record-keeping, and loan management among borrowers, there has been a significant rise in loan defaults, particularly among informal sector borrowers. This study aimed to evaluate the effectiveness of the communication strategies implemented by MFIs for microfinance-supported women's groups in Alego-Usonga Sub-county, Siaya, Kenya. The objectives of the study were to examine the communication strategies employed by MFIs to communicate with their borrowers in Alego-Usonga sub-county, assess the effect of these strategies on loan borrowers' repayment behavior and to establish perceptions of borrowers and MFIs regarding the effect of the quality of communication between them. The study was grounded in Systems Theory, Transactional Communication Theory, and the Resource-Based Theory. The study employed mixed-methods research, utilizing purposive sampling and stratified sampling, and applied Yamane's formula (1967) to determine a sample size of 110 respondents. Structured questionnaires and Key Informant Interviews were used to collect data from women group clients and MFI staff, respectively. SPSS was used to analyze descriptive statistics, correlation tests and regression analysis, whereas qualitative data was analyzed thematically. A key finding was that repayment improves when communication improves. Borrowers who receive timely, understandable, and respectful information are significantly more likely to repay on time. Transactional and participatory communication models are more effective than top-down or one-way models. Channels that allow borrower input, such as face-to-face meetings, build trust and accountability. Communication strategies that do not adapt to local language, education levels and social norms tend to isolate borrowers and increase default risk. While SMS and mobile apps are efficient, they exclude some borrowers in rural areas, such as Alego Usonga Sub-County, unless digital literacy, device access, and language are considered. Further, there is limited rapport between borrowers and microfinance agents when digital communication is applied in loan recovery. Fri, 01 Aug 2025 00:00:00 GMT http://41.89.205.12/handle/123456789/2848 2025-08-01T00:00:00Z http://41.89.205.12/handle/123456789/2847 THE 5E INSTRUCTIONAL MODEL: AN IMPLICATION FOR LEARNERS’ SCIENTIFIC SKILLS ACQUISITION AMONG SECONDARY SCHOOLS IN VIHIGA COUNTY, KENYA Nabie, Alice; Ong’unya, Raphael Odhiambo; Toili, William Wamalwa This study investigated the effects of 5E instructional model on Biology students’ acquisition of scientific skills in Vihiga county, Kenya. The objective of the study was to determine the effect of using 5E instructional model approach on student’s acquisition of scientific skills. The secondary education curriculum in Kenya has been adversely criticized by researchers and the production industry for not meeting the societal expectations. It is accused of focusing on knowledge rather than enabling learners to acquire skills required for the world of work. The government has therefore adopted the Competency Based Curriculum (CBC) to allow learners acquire skills and values to address the challenges posed by the job industry. The secondary education curriculum has since been designed to embrace learner centered activities with a greater collaboration with the community to meet their demands. The study engaged 550 students of biology. A pre-test and post-test on acquisition of scientific skills were used for data collection. Validation of the instruments was by Kenya National Examination Council experts in Biology. Reliability of the tests was determined by Cronbach’s reliability using split half method. Data analysis was done using T-test at 0.05 level of significance. The results indicated a significant difference in acquisition of scientific skills between learners in the treatment group and the control group. It was therefore concluded that the 5E instructional model improved scientific skills acquisition among students of Biology in secondary schools in Vihiga County, Kenya. The study therefore recommended that teachers should adopt 5E instructional model to improve learner’s acquisition of scientific skills in Biology lessons. This study investigated the effects of 5E instructional model on Biology students’ acquisition of scientific skills in Vihiga county, Kenya. The objective of the study was to determine the effect of using 5E instructional model approach on student’s acquisition of scientific skills. The secondary education curriculum in Kenya has been adversely criticized by researchers and the production industry for not meeting the societal expectations. It is accused of focusing on knowledge rather than enabling learners to acquire skills required for the world of work. The government has therefore adopted the Competency Based Curriculum (CBC) to allow learners acquire skills and values to address the challenges posed by the job industry. The secondary education curriculum has since been designed to embrace learner centered activities with a greater collaboration with the community to meet their demands. The study engaged 550 students of biology. A pre-test and post-test on acquisition of scientific skills were used for data collection. Validation of the instruments was by Kenya National Examination Council experts in Biology. Reliability of the tests was determined by Cronbach’s reliability using split half method. Data analysis was done using T-test at 0.05 level of significance. The results indicated a significant difference in acquisition of scientific skills between learners in the treatment group and the control group. It was therefore concluded that the 5E instructional model improved scientific skills acquisition among students of Biology in secondary schools in Vihiga County, Kenya. The study therefore recommended that teachers should adopt 5E instructional model to improve learner’s acquisition of scientific skills in Biology lessons. Mon, 01 Apr 2024 00:00:00 GMT http://41.89.205.12/handle/123456789/2847 2024-04-01T00:00:00Z