School of Education and Social Sciences

Permanent URI for this collectionhttps://repository.east.ac.ke/handle/123456789/58

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Browsing School of Education and Social Sciences by Subject "Action Research"

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    Raising the Bar: Institutional Self- Assessment of Teaching and Learning Quality in Universities
    (IRA-International Journal of Education & Multidisciplinary Studies, 2025-07-02) Wanjiru Kinuva , Kyle J. Chalko
    This article is part of an Action Research conducted in the Kenya Assemblies of God EAST (EAST) with the aim of establishing the impediments of teaching and learning. The end game of the Action Research was to raise the quality of teaching and learning in the University. This cannot be effectively done without self-assessment by EAST. Self-assessment is a pivotal component in enhancing the quality of teaching and learning within higher education institutions. The self- assessment of the current status of teaching and learning at EAST is essential for maintaining academic quality, promoting continuous improvement, and aligning institutional practices with educational goals. The study adopted a descriptive research design with both qualitative and quantitative approaches. A total sample of 75 was found sufficient considering that the study tool was one questionnaire for all the categories of respondents; 20 faculty members, 30 students, 13 administrators and 12 alumni were expected to participate in the study. However, 19 faculty members, 27 students, 13 administrators and 8 others including alumni and those who did not indicate their roles at EAST. Convenience sampling, also known as availability or accidental sampling was employed in the selection of study participants. The researcher found out that on the overall, EAST exhibits a solid foundation in some aspects of teaching and learning. However, focused efforts are needed to enhance pedagogical practices, improve infrastructure, and strengthen academic support services to create a more engaging and effective learning environment.
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    The Village Seminary Project: Sustainable Models for Interdenominational Theological Education in Resource- Limited Settings
    (African Scholar Publications & Research International, 2025-10) Kyle Chalko,Kinuva Wanjiru
    The challenges of poor infrastructure, digital exclusion, and curricula often limit access to theological education in rural and marginalized communities across Africa and the Americas. Additionally, traditional seminaries are typically urban-based and resource- intensive, making them unreachable to many grassroots ministry leaders. Besides, the curricula utilized seldom reflect local realities. The main aim of the Village Seminary Project (VSP) is to identify possible gaps in the delivery of theological education in sidelined communities; while designing and evaluating a sustainable, technology- supported model for delivering contextually relevant theological education in resource- limited rural settings. This may be achieved through a viable, technology-driven framework that combines solar energy, satellite internet, and mobile learning devices to deliver contextually relevant theological instruction in resource-limited settings. The VSP Action Research employed mixed methods in a rural Kenyan context with 24 participants, including pastors and community leaders. Data were collected through surveys and focused groups. Document analysis was conducted across three phases: needs assessment, program implementation, and evaluation. Quantitative data were analyzed using Likert- scale indicators covering ten domains; while qualitative data captured participants’ experiences with cultural adaptation and ministry application. Findings showed that limited internet access (41.7%), unreliable electricity (33.3%), and high device costs (33.3%) were major barriers to theological education. However, participants strongly supported localized, technologically enabled training that reflects community realities. The introduction of solar-powered, offline-first learning systems improved engagement, fostered digital readiness, and enhanced collaboration across denominations. Culturalcontextualization and community-based leadership formation emerged as key enablers of sustainability and impact. The study concludes that integrating renewable energy solutions with digital and culturally responsive pedagogies can bridge the educational divide in marginalized regions. The VSP model promotes theological education that is both accessible and contextually relevant, reducing dependency on centralized institutions. It further establishes that interdenominational collaboration, community participation, and investment in local curriculum development are crucial for long-term success. By aligning technology with theology, the Village Seminary Project offers a scalable and replicable model for empowering rural leaders and transforming theological education in resource-constrained settings.