East African Journal of Education and Social Sciences
The East African Journal of Education and Social Sciences (EAJESS) is an international open access journal that publishes scholarly articles in the field of education and social sciences. The main focus for this journal is to inspire, motivate and nurture researchers from various corners of the world to search and share knowledge and insights through research and publication.
Artificial Intelligence and Voter Education in Zimbabwe: Perceptions, Impact and Integration Challenges
This study investigates the impact, challenges and opportunities of integrating AI-based voter education in electoral processes in Zimbabwe, where turnout has averaged 50%. The study further examined how AIpowered tools can increase accessibility, transparency and engagement, addressing challenges like voter apathy and misinformation. Using qualitative research methods, including interviews and focus group discussions with Zimbabwean electoral experts, this study explored effective integration strategies for AIpowered voter education into existing programs and electoral processes. The study provides insights into the potential impact of AI-powered voter education on electoral participation. Findings highlight AI's role in enhancing existing voter education programs and its advantages in the electoral processes. The study contributes to the literature on technology in democratic governance, offering practical recommendations for policymakers and electoral authorities to strengthen electoral processes. The study recommends investing in digital infrastructure and literacy programs to address the digital divide, ensuring equitable access to AI-powered voter education
Towards Inclusive Higher Education: Refugee Students’ Access, Experiences and Support System in Uganda
This study examined refugee students’ access, experiences and support system in Ugandan higher education. Guided by Intersectionality Theory, the study analyzed how displacement intersects with selected factors to shape access and experiences of higher education. The study employed a quantitative cross-sectional survey across five Ugandan universities (two public and three private). Using snowball sampling, 125 refugee students were recruited due to low disclosure of refugee status at enrolment to fill a structured questionnaire. Data analysis was conducted using STATA version 17 to produce descriptive statistical results. Findings show that refugee students generally perceive higher education in Uganda as of high quality and protective. The majority reported a safe learning environment, which reflected confidence in institutional responsiveness to academic and socio-emotional needs. Motivations were mainly employment-oriented. However, financial barriers remain the main constraint limiting participation. Although the majority viewed institutional resources as adequate, specialized academic and psychosocial supports were uneven; the majority reported no targeted support for female refugee students. The study highlights the need for sustained financial support, gender-responsive approaches and stronger psychosocial services.
Influence of Enhanced Instructional Strategies on Academic Performance in Chemistry among Secondary School Students in Kirehe District, Rwanda
The teaching and learning of Chemistry in secondary schools continue to face challenges associated with poor academic performance, partly due to limited use of instructional materials. In response, this study examined the influence of enhanced instructional strategies on students’ academic performance in Chemistry in Kirehe District, Rwanda. The study used a quasi-experimental design, involving control and experimental groups. The study involved 260 Senior Two students selected from four public secondary schools, where 130 students formed the control group and 130 students formed the experimental group. Data was collected using a Chemistry Achievement Test administered before and after the intervention. The experimental group was taught using enhanced instructional strategies such as laboratory experiments, visual aids, simulations and improvised teaching resources while the control group was taught using conventional teaching methods. The study used the independent samples t-tests to analyze the data. The pre-test results revealed no statistically significant difference between the two groups, indicating baseline equivalence. However, the post-test results showed a statistically significant difference in favor of the experimental group (M = 48.47, SD = 12.47) than those in the control group (M = 28.29, SD = 6.95), with the p-value of .000. The study concludes that enhanced instructional strategies significantly improve students’ academic performance in Chemistry and recommends increased provision of enhanced instructional strategies for improved learning outcomes.
Copyright (c) 2026 Copyright resides with the author(s) in terms of the Creative Commons Attribution CC BY-NC 4.0. The users may copy, distribute, transmit and adapt the work, but must recognize the author(s) and the East African Journal of Education and Social Sciences
Effect of Inquiry-Based Learning on English Language Performance among Secondary School Students in Kilifi County, Kenya
This study investigated the effect of Inquiry-Based Learning in improving English language performance among secondary school students in Kilifi County, Kenya. Driven by the global shift toward 21st-century learner-centered approaches, the STUDY addressed the region’s persistent low performance in English. The study utilized a quantitative research approach and a quasi-experimental non-equivalent control group pretest-posttest design. A sample of 216 Form Two students from six public schools was selected through stratified sampling. Simple random sampling was used to divide the participants into an experimental group (n=108) taught using IBL and a control group (n=108) taught using the lecture method. Descriptive and inferential statistics, including independent and paired samples t-tests, were used to analyze the data. The findings indicated no significant pre-test difference between groups, establishing a valid baseline. However, post-test results revealed a statistically significant difference in favor of the experimental group. The study concludes that Inquiry-Based Learning significantly enhances student achievement in English compared to traditional lecture methods. It is recommended that educators integrate Inquiry-Based Learning strategies into the curriculum to foster better learning outcomes.
Impact of social Media on Peace and Security in Zimbabwe
This article reports part of a larger research project, which investigated the broader effects of social media on peace and security the world over. While social media has had broader effects on development, geopolitics, exposure of corrupt tendencies and opening of democratic space in general, this study focused on its effects on peace and security in Zimbabwe. The study establishes that social media has served as a double-edged sword in that while it promotes social, political and economic development, it also perpetuates some devastating conflicts, which have threatened national peace and security. Using the qualitative approach, the study revealed that social media has had positive and negative effects on the political and social landscape in Zimbabwe. Social media reopens old wounds, which are likely to threaten national peace and security. The study recommends that the state promotes the change of citizen mindset towards the use of social media and to have comprehensive cyber-crime legislation meant to curb the abuse of social media platforms in ways meant to promote peace and security.
Strategies for Mitigating the Impact of WhatsApp Text-Based Interaction on Academic Writing Proficiency in Tanzanian University Students
This study examined strategies for mitigating the impact of WhatsApp text-based interactions on academic writing proficiency among Tanzanian university students. Data was gathered through an online questionnaire administered to 378 undergraduate students randomly selected from six colleges and three schools. In addition, the questionnaire was administered to 16 randomly selected instructors who taught Communication Skills and Development Studies courses. A total of 378 students’ WhatsApp group chats and 108 written examination scripts were scrutinized to assess the impact. The quantitative data was analyzed using descriptive statistics while content analysis was used for qualitative data. The findings indicate that the use of WhatsApp text-based interactions has a negative impact on students’ academic writing proficiency. The linguistic features of WhatsApp discourse, such as inappropriate capitalization, abbreviations, acronyms and initials, misspellings, inappropriate use of punctuation and omission and clippings, were found in students' academic writing. The study recommends various strategies for mitigating the impact of WhatsApp-mediated language on academic writing proficiency, including establishing academic writing centers to help students develop formal writing skills. The university should organize sensitization procedures to address the impact. Additionally, there is a need for regular evaluation and feedback through academic writing tests and assignments to improve students' writing performance and for incorporating academic writing practices into digital platforms, such as WhatsApp to provide real-time feedback.
Effectiveness of Satellite Centers in Enhancing School Readiness for Vulnerable Children in Early Childhood Education: Evidence from the Arusha Region, Tanzania
This study assessed the effectiveness of satellite centers in enhancing school readiness for vulnerable children in early childhood education in Arusha Region, Tanzania. Specifically, the study examined stakeholders’ perceptions of the quality of services provided in satellite centers and assessed the extent to which these centers prepare children across major domains of school readiness. The study adopted a quantitative research approach and employed a survey design. Data was collected from teachers, parents and heads of centers drawn from 10 selected satellite centers, using a structured questionnaire. The collected data was analyzed through descriptive statistics, particularly frequencies, percentages and mean scores. The study revealed that the quality of services provided in satellite centers was moderate as instruction was generally rated good and teaching methods were considered effective although professional development opportunities for teachers were largely limited. The study also found that satellite centers partially prepared children for school readiness, since children demonstrated moderate readiness in some areas like counting, storytelling, emotional expression, separation from caregivers, clear speech, listening, dressing independently, curiosity and persistence in tasks. The centers were less effective in preparing children in letter recognition, shape and color recognition, following multi step instructions, independent work, classroom cooperation, expressive curiosity and fine motor control. The study concludes that satellite centers play an important role in supporting early childhood development, but their contribution to school readiness remains uneven across centers and developmental domains. The study recommends strengthening teacher support, improving learning materials and promoting consistent learning experiences to enhance school readiness outcomes among vulnerable children.
Fractal Hermeneutics: Self-Similarity, Infinite Complexity and Christological Narrative of the Bible
Biblical hermeneutics has for a long time oscillated between rigid historical-grammatical exegesis and subjective allegorical interpretation. This paper proposes an interdisciplinary hermeneutical framework: Fractal Hermeneutics. Drawing upon the mathematical principles of fractal geometry, specifically self-similarity, iterative complexity and the emergence of infinite detail from simple axiomatic formulas, this study argues that the biblical canon exhibits a fractal literary architecture. By applying Benoît Mandelbrot’s fractal theory to the biblical text, this paper demonstrates how the central soteriological theme of salvation through Jesus Christ functions as the set's generative equation. Through detailed typological analysis of four patriarchal narratives (Noah, Abraham, Jacob, and Joseph), this paper illustrates how micro-narratives perfectly echo the macro-narrative of redemption, maintaining structural identity while increasing in localized complexity. The paper concludes by exploring the theological implications of a fractal reading of Scripture, particularly regarding concepts of holiness, the sacredness of human purpose and the power of meaningful repetition in spiritual development.
Psychosocial Predictors of Depression among Secondary School Adolescents in Dodoma and Pwani, Tanzania
Adolescent depression is an emerging public health concern in Tanzania. However, existing research has largely focused on external risk factors, such as socioeconomic adversity and HIV-related challenges, with limited attention to internal psychosocial determinants. This study examined associations among self-efficacy, locus of control, emotional–relational climate and depressive symptoms among secondary school adolescents in Dodoma and Pwani, Tanzania. A cross-sectional survey was conducted with 1,009 adolescents aged 11–19 years, randomly selected from 20 public secondary schools. Depressive symptoms were assessed using the Patient Health Questionnaire (PHQ-9). The study measured Self-efficacy, locus of control and emotional–relational climate using the General Self-Efficacy Scale, the Likert version of the Nowicki–Strickland Locus of Control Scale and the REACH Questionnaire, respectively. Data was analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The structural model explained 8.2% of the variance in depressive symptoms. External locus of control was positively associated with depressive symptoms (β = 0.274, p < 0.001), emerging as the strongest predictor. Adverse emotional–relational climate showed a weak positive association (β = 0.062, p = 0.069), significant at the 10% level. In contrast, internal locus of control (β = 0.010, p = 0.563) and self-efficacy (β = –0.060, p = 0.340) were not significantly associated with depressive symptoms. These findings highlight the importance of contextual and relational influences on adolescent mental health and suggest the need for longitudinal and culturally grounded research.
Enhancing Global Trade Connectivity through Residential Addressing Systems: Evidence from Urban Delivery Operations in Singida, Tanzania
The efficiency of last-mile delivery is a critical bottleneck for global trade connectivity, particularly in rapidly urbanizing areas of developing countries, where fragmented address systems persist. This study assessed the impact of residential address characteristics on parcel delivery efficiency in Singida, Tanzania, a secondary city emblematic of this challenge. Employing a descriptive-correlational case study design, data was collected via a structured questionnaire from 399 randomly sampled urban households. The findings, analyzed using descriptive statistics and multiple linear regression, revealed that while respondents perceive address clarity and digital tools as important, infrastructure accessibility was the only statistically significant predictor of delivery efficiency (β = 0.377, p = 0.012). The study concludes that in contexts like Singida, investments in physical infrastructure, roads and street signs, are a prerequisite for harnessing the potential of formalized and digital address systems. The study recommends a prioritized policy approach that first tackles foundational infrastructural constraints to effectively integrate secondary African cities into global trade networks.
The Use of English in Business Naming Practices in Mbeya, Tanzania: Motivations and Linguistic Implications for Kiswahili
This study examines the use of English in the naming practices of business enterprises in Mbeya, Tanzania. The study investigated the motivation behind business owners’ preference for English names and to analyzed the linguistic implications for Kiswahili language. Data was collected using semi-structured interviews and observation. Interviews were conducted with business owners and their customers while observation assessed the linguistic correctness of business names as well as their relevance to the type of business. The findings indicate that the use of English in business naming is largely influenced by prevailing social ideologies that associate English with prestige, modernity and global identity. Consequently, some business owners adopted English names by imitating existing business labels without sufficient attention to spelling and grammatical accuracy. This practice has resulted in instances of inappropriate English language use. The growing use of English in commercial naming practices has both positive and negative linguistic implications for Kiswahili. The study recommends the use of widely understood local languages, particularly Kiswahili, in naming business enterprises because the main target of naming practice is to make customers identify the business and the type of business conducted. Therefore, using the common language, particularly local languages will make ease for customers to know and identify the businesses.
Between Theory and Practice: Assessing Prisoners’ Rights and Human Dignity at Winneba Local Prison, Ghana
This study examined the state of prisoners' rights and human dignity at Winneba Local Prison in Ghana, revealing significant disparities between international human rights standards and actual prison conditions. Using qualitative interviews with prison officers, inmates and other stakeholders, the study identified critical challenges, including severe overcrowding, inadequate access to legal representation, substandard healthcare and psychological barriers to reform. Grounded in Lockean Human Rights Theory, the findings demonstrate systemic failures in upholding fundamental rights, including human dignity, adequate living conditions and access to justice. The study contributes to understanding prison conditions in Sub-Saharan Africa. It offers recommendations for policy reform, including infrastructure investment, enhanced legal aid services, human rights training and mental health support programs. These findings have implications for Ghana's compliance with international human rights obligations and the broader discourse on correctional reform in developing nations.
Community Satisfaction with Classroom Construction: Force Account versus Traditional Contracting in Malinyi District, Tanzania
Community satisfaction plays a critical role in sustaining rural public-school infrastructure by shaping local ownership, participation and long-term maintenance. This study compared community satisfaction with classroom construction projects implemented through Force Account (FA) and Traditional Contracting (TC) in Malinyi District, Tanzania. Using a cross-sectional mixed-methods design, data was collected from 384 respondents using a three-point Likert scale (not satisfied, neutral, satisfied) and six focus group discussions involving 48 participants. Quantitative data was analysed using descriptive statistics and Pearson’s chi-square tests, with Cramer’s V assessing association strength. Qualitative data was analysed thematically. The results show statistically significant differences across all indicators of community involvement and socioeconomic benefits. Respondents reported higher satisfaction under FA regarding participation in planning and implementation, job creation, wage fairness and timeliness, local business support and skills development. Qualitative findings corroborate these results, highlighting greater transparency, local ownership and capacity building under FA than TC. The study concludes that construction delivery approaches shape not only technical outcomes but also community experiences and perceived benefits. It recommends strengthening participatory, locally embedded practices in classroom construction while selectively integrating technical efficiencies from Traditional Contracting.
Management of Competency-Based Curriculum: Secondary School Student Teachers’ Experiences in Northern Uganda
This study synthesized the experiences of student teachers deployed across selected secondary schools in Northern Uganda. Specifically, it examined the administrative support provided to student teachers and the challenges they encountered during the implementation of the Competency-Based Curriculum (CBC). Employing a qualitative phenomenological design, data was collected from 151 Bachelor of Science with Education student teachers through reflective journals and focus group discussions. Thematic analysis revealed variability in school-level support, including limited orientation, inconsistent mentorship, irregular professional development and weak instructional supervision. Findings indicate that insufficient administrative support exacerbates the challenges, limiting student teachers’ ability to apply learner-centered pedagogy, conduct continuous assessment and facilitate experiential learning. The study concludes that robust administrative structures, structured mentorship, sustained professional development, adequate resource provision and proactive community engagement are critical for ensuring fidelity in CBC implementation. These insights offer evidence-based guidance for policymakers, school leaders and teacher educators to strengthen school-level support and improve competency-oriented teaching and learning in resource-constrained contexts.
Embedding Diversity and Inclusion in Multilingual English Language Lessons: Student-Teachers’ Meanings and Practices in Ghana
This study examined how undergraduate student-teachers understand and enact diversity and inclusion in English language education during teaching practice in Ghanaian basic schools. It focused on the meaning student-teachers attach to inclusive English language teaching, the supports and constraints they encounter during practicum and the implications for teacher education and school-based mentoring. The study adopted a qualitative approach. Forty-nine student-teachers were drawn from the University of Education, Winneba’s Department of Basic Education. Data was generated through five focus group discussions and ten semi-structured interviews and analyzed using reflexive thematic analysis. The findings reveal that while student-teachers value inclusion, they experience difficulties in enacting their commitment teaching practices. Key constraints include mentor-teacher modelling that prioritizes transmission teaching, pressure to ‘cover’ examinable content, limited teaching and learning resources, large class sizes, and uncertainty about how to use learners’ home languages to support English learning without being sanctioned. The study recommends that curriculum and assessment frameworks, practicum mentoring and school leadership practices are strengthened and aligned to operationalize inclusion in everyday English lessons and to support the persistence of inclusive practices beyond practicum.
Learning through Translanguaging under Official Prohibition: Evidence from Standard One Classrooms in Rungwe District, Tanzania
Tanzania’s policies related to language marginalize nearly 150 Ethnic Community Languages (ECLs) by excluding them from official domains, including formal education, while privileging Kiswahili as the sole nationally sanctioned language in primary education. Despite the rejection, the excluded ethnic community languages are still used unofficially in classrooms due to their inalienability in a phenomenon known as translanguaging. Consequently, this study focused on translanguaging practice and its motivations among pupils in Rungwe, Tanzania. The study purposively selected 48 participants from 4 rural primary schools (8 teachers and 40 learners) through observation and interviews. The study revealed that translanguaging proved quite useful and practical support for teachers and learners in greetings, explaining concepts, drawing attention, defining vocabularies, asking questions, summarizing lessons and dismissing the class. In this light, legalizing translanguaging would maximize its benefits in the teaching-learning process in Tanzania. Developing inclusive policies, procedures and guidelines for the use of these other non-official languages in schools, rather than banning and punishing their users, would maximize the attainment of educational goals, such as critical thinking, high academic performance, inclusivity and high self-esteem among learners.
Boosting Speaking Skills through Chain Story Game in Rwanda
This study investigated whether the chain story game enhances English-speaking proficiency among students at the University of Rwanda. The study was guided by the theory of gamification of learning and adopted a qualitative case study design. The target population consisted of 389 first-year students from the College of Science and Technology, who were participating in the 2024 induction program. Purposive sampling was used to select a sample of 40 respondents. Data was collected through classroom observations and focus group semi-structured interviews and was analyzed inductively. The study indicates that chain story game provided opportunities for students to actively engage in spoken English and supported the development of confidence, pronunciation and vocabulary. Therefore, the study recommends that chain story game be considered as a supportive speaking activity in English language classes in Rwanda to strengthen students’ English-speaking proficiency.
Integration Challenges and Best Practices in Mixed Methods Research: A Meta-Analysis Study
This study synthesized findings from 128 empirical mixed methods studies published between 2000 and 2024. A structured coding scheme was employed to extract data on integration features, reported difficulties, mitigation strategies and indicators of methodological success. Results indicate that a significant majority of studies (82%) reported at least one major integration challenge, with paradigmatic tensions (63%) and logistical constraints (58%) being the most prevalent. However, the implementation of specific, deliberate integration strategies was strongly associated with higher perceived study quality. The use of joint displays (Cohen’s *d* = 0.71), the formulation of explicit meta-inferences (Cohen’s *d* = 0.65) and the adoption of iterative, interactive team processes (Cohen’s *d* = 0.59) emerged as particularly effective practices. There is a debate and controversy among scholars and researchers about the assumption that data from these differing worldviews can be seamlessly merged. One of the primary disadvantages of MMR is the complexity involved in designing and implementing research. Since MMR integrates two distinct research paradigms (qualitative and quantitative), researchers need to carefully plan how the methods will complement each other while addressing research questions. This approach requires a clear understanding of both methodologies and the ability to integrate them meaningfully. In this perspective, academic institutions should prioritize and strengthen methodological training that emphasizes not only the “how” but also the “why” and “for what purpose” of method integration. Through such an approach, MMR will not only answer research questions but also contribute to the development of critical, analytical and sustainable knowledge.
Copyright (c) 2025 Copyright resides with the author(s) in terms of the Creative Commons Attribution CC BY-NC 4.0. The users may copy, distribute, transmit and adapt the work, but must recognize the author(s) and the East African Journal of Education and Social Sciences
Returning to Learn: An Exploration of Motivations Behind Adolescent Student Mothers’ School Re-entry in Tanzania
This paper explored the reasons prompting adolescent student mothers to return to secondary schools in Tanzania, particularly in the Mbeya region. Employing a single case study approach, the study intentionally selected 20 adolescent student mothers. Data collection involved focus group discussions and an open-ended questionnaire to gain comprehensive insights into the factors that influence adolescent mothers' decisions to resume education after childbirth. The paper is rooted in Lazarus's (1991) Cognitive Motivational Relational Theory (CMRT), which focuses on how individuals' cognitive evaluations and motivations drive their choices and actions in facing challenges. The findings highlight four primary motivations for school reentry: aspirations for career advancement, pursuit of financial independence, setting a positive example for their children and rectifying past mistakes. These motivations reflect the resilience of adolescent mothers, who perceive education as a means to overcome difficulties, improve their socio-economic conditions and enhance their children's future opportunities. The study implies a need for educational policies and practices that support adolescent student mothers, including adaptable school schedules, financial assistance and counselling services to help them effectively manage schooling concurrent with motherhood. Additionally, it recommends that educational institutions and policymakers foster inclusive environments that cater to the specific needs of adolescent mothers, promoting their commitment to education.
Impact of Library Service Quality on Customer Satisfaction in Higher Learning Institutions in Mwanza, Tanzania
High-quality library services play a significant role in enhancing user satisfaction and academic performance in higher education institutions. This study examined the influence of library service quality on customer satisfaction in higher learning institutions in Mwanza City, informed by the LibQUAL model through the Affect of Service, Information Control and Library as a Place. The study conducted a survey of 302 students with data being collected based on a structured questionnaire. The study revealed that three dimensions have a noticeable contribution to customer satisfaction. High-quality library services play a significant role in enhancing user satisfaction and academic performance. The study recommends improvement in service delivery, resource access and physical facilities for strengthening satisfaction in Tanzanian higher learning libraries. Continuous user feedback mechanisms are also recommended to support evidence-based service improvement
Physical Education in Tough Terrains: Unpacking Standards-Based Curriculum Implementation Challenges in the Effutu Municipality, Ghana
The introduction of the Standards-Based Curriculum (SBC) in Ghana marked a significant shift in pedagogical approaches, aiming to improve the quality of teaching and learning across all subject areas, including Physical Education (PE). Yet, effective execution of the SBC PE component hinges critically on teachers’ readiness and competence to enact it successfully. This study examined obstacles faced by teachers in implementing the Standards-Based PE curriculum in the Effutu Municipality’s public basic schools. Utilizing a sequential explanatory mixed-methods framework, the study gathered quantitative data via a questionnaire from 219 teachers and qualitative insights through focus group discussions. Analysis incorporated descriptive statistics alongside the thematic approach. Institutional challenges emerged as the most formidable barriers with overall (M = 4.19, SD = 0.69), followed by teacher-related challenges (3.72. SD=0.83) and student-related challenges (3.60, SD=0.98) to SBC PE implementation, reflecting strong consensus among Effutu Municipality teachers. Accordingly, the study advocates enhanced investments in teacher capacity-building, physical infrastructure and sustained stakeholder oversight, particularly for PE teachers training within Effutu Municipality to secure SBC PE delivery and optimize student physical education outcomes.
From Chats to Skills: Leveraging WhatsApp to Develop 21st-Century Competencies among Students at Sokoine University of Agriculture, Tanzania
This study examined the role of WhatsApp in enhancing 21st-century skills among undergraduate students in Tanzanian higher education. Anchored in digital pedagogy and competency-based learning, the study adopted a descriptive research design, involving 250 undergraduate students enrolled in a compulsory English course and three course instructors. Data was collected primarily through a self-administered questionnaire, with limited qualitative insights from interviews and WhatsApp chat observations used to contextualize findings. Analysis employed descriptive statistics and correlational analysis to summarize students’ perceptions and experiences. Findings indicate that WhatsApp promotes communication, collaboration, critical thinking, creativity and social–emotional skills through real-time interaction, peer feedback and resource sharing. Students expressed overwhelmingly positive perceptions of WhatsApp as a supplementary learning platform, particularly valuing its immediacy for clarification, feedback, and academic support. Nonetheless, connectivity challenges and disparities in access constrained the platform’s effectiveness. The study concludes that WhatsApp is a viable pedagogical tool for supporting competency-based higher education and recommends its structured integration into teaching, accompanied by clear pedagogical guidelines and improved digital infrastructure.
The Covering of Women’s Heads in Modern Christianity: Implications for Worship and Discipleship
This paper examined the practice of women’s head covering in 1 Corinthians 11:2–16 and explored its implications for Christian worship and discipleship in contemporary contexts. Drawing on biblical, historical and extra-biblical sources, the study demonstrates that veiling practices in the ancient Near Eastern and Greco-Roman worlds were primarily socio-cultural rather than theological in nature. Paul’s instructions, therefore, addressed culturally specific symbols of honour and shame rather than establishing a universal or timeless mandate for all Christian women. Imposing head coverings as a requirement for participation in worship, preaching or leadership risks misrepresenting Paul’s original intent, creating unnecessary barriers to women’s discipleship and limiting their engagement in ministry. Furthermore, strict enforcement of such practices may alienate congregants, particularly in cross-cultural or multicultural settings, and hinder the church’s inclusive mission. This study concludes that head covering should not function as a doctrinal test of faithfulness or as a prerequisite for participation in the Great Commission. Instead, churches are encouraged to emphasize broader biblical principles of modesty, respect and propriety while cultivating inclusive worship environments that enable both women and men to participate fully in discipleship and ministry.
Functions of Inanimate Metonymies in the Kenyan Dholuo Language
This paper examines Dholuo inanimate metonymies by establishing their functions based on the ‘what’ question, as the guiding principle. Kisumu South Nyanza dialect of Dholuo is used as the point of reference because it is considered a standard variety. The paper focuses on inanimate metonymies used for inanimate objects. It is anchored on the Causal Theory of Reference advanced by Kripke and the Refining Causal Theory of Reference for Natural Kind Terms advanced by Kitcher and Stanford. The study was conducted in Homa Bay, Kenya. It adopted a descriptive research design. The population constituted mourners in burial ceremonies, traders, sportsmen/women, musicians and travelers from which a sample of 25 respondents was selected purposively. Data was qualitative in nature and it comprised 15 actual metonymies. Data was analyzed using the discourse analytical approaches, where both linguistic and content elements were examined. Presentation of the findings was done using descriptions. The findings show that Dholuo metonymies are used for reference, humor, rhetorical and conventional functions. These findings will contribute to existing knowledge on functions of metonymy in natural languages and will be a source of reference to researchers in applied linguistics and general linguistics studies.
Mobile Learning Devices and Access to Internet-Based Educational Resources: A Study of a Teacher Training Institution in Uganda
In the 21st century, mobile devices have become increasingly vital for enhancing access to online learning, particularly as their adoption remains nascent among Ugandan students. This study examined the relationship between mobile learning device usage and student teachers’ access to internet-based educational resources (IBER) at Kyambogo University’s School of Education, employing a mixed-methods approach with descriptive and correlational designs, purposive sampling of 280 in-service teacher trainees, and both descriptive and inferential statistical analyses. Quantitative findings revealed a weak but statistically significant positive correlation between device use and IBER access while qualitative insights indicated that devices enhanced students’ capability, confidence and speed in accessing resources—making academic programs more pleasant by supplementing lectures, yet fall short of strong perceived academic excellence due to limited proficiency, low satisfaction and institutional barriers like inconvenient labs and restricted use. The study concludes that greater device utilization supports modest IBER gains, recommending that university management bolster pedagogical and technical support through training, clearer guidelines, improved Wi-Fi and lab designs and ICT policy integration of mobile-friendly LMS, cost- free scholarly sites and structured social media use to translate these benefits into deeper proficiency and equity.
Bridging the Gap between AI Tool Adoption and Institutional Readiness in Academic Writing and Review Practices among Higher Learning Institutions in Dar es Salaam, Tanzania
This study investigated the adoption and integration of Artificial Intelligence (AI) tools in academic writing and review practices among academic staff in selected higher learning institutions (HLIs) in Dar es Salaam, Tanzania. Employing a convergent mixed-methods design, data was collected from 59 academic staff and 10 key informants across seven institutions. Findings reveal high individual awareness and practical use of AI tools, such as ChatGPT, Grammarly and Turnitin, primarily to enhance writing quality, manage workload and support research productivity. However, institutional readiness remains uneven, constrained by inadequate digital infrastructure, limited access to licensed tools and unclear policies and ethical guidelines. While staff ethical awareness is generally high, formal governance frameworks are insufficient to guide responsible AI use. The study concludes that sustainable and credible AI integration depends on aligning individual initiative with strategic institutional support, including policy development, infrastructure investment, capacity building and ethical oversight. Recommendations include formalizing AI governance, embedding AIsupported writing into staff development and training and fostering regional and international collaboration to enhance responsible adoption and global academic visibility.
The Role of Pilot Studies on Validity and Reliability of Social Science Research Instruments: A Systematic Review
In the quest for robust social science research, pilot study is often the unsung hero or the weakest link. Far from a mere bureaucratic hurdle, a strategically executed pilot can be the most critical investment in ensuring validity and credibility of research findings. In this regard, this study sought to extend inquiry by addressing these gaps. In this perspective, the study aimed to map the contemporary role of pilot studies in social science research by examining their applications, methodological challenges and emerging best practices, through articulating a more robust and scientifically grounded framework for their use. Specifically, it identifies three primary applications: cognitive validation for probing item-response processes, procedural stress-testing for ensuring operational feasibility and preliminary psychometric assessment for flagging major flaws. This review synthesizes evidence from 45 studies published between 2015 and 2025 to articulate the transformative role of pilot studies in enhancing the validity and reliability of research instruments. The review highlights significant methodological advancements that establish a new gold standard. These include the formalization of cognitive interviewing, the adoption of iterative pilot designs with sequential testing and a growing push for transparency and standardized reporting. The review concludes that a methodological rigorous pilot study, conceived as an integrated, multi-stage diagnostic process rather than a perfunctory pre-test, is an indispensable investment. It is fundamental in developing reliable instruments, de-risking main studies and bolstering the overall credibility of social science research. Specific recommendations are provided for researchers, reviewers and institutions to foster these best practices.
Instructional Supervisors’ Contributions to the Achievement of Social Studies Goals in Senior High Schools in the Ashanti Region, Ghana
This study explored the role of instructional supervision in promoting the goals of Social Studies in Senior High Schools (SHSs) in the Ashanti Region of Ghana. It was guided by the pragmatist worldview and a concurrent research design of the mixed methods approach. The population of the study comprised all 402 Social Studies instructional supervisors in all 134 public SHSs in the Ashanti Region of Ghana in the 2023/2024 academic year. Stratified and proportional sampling techniques were employed to select schools and a sample size of 201 supervisors, using Yamane’s (1967) formula. Purposive and convenience sampling techniques were used to select twelve participants for the qualitative phase. Data was analyzed using both descriptive statistics and thematic analysis. Findings provided evidence that supervision advances the achievement of Social Studies goals by enhancing understanding, engagement and inclusion. It was also revealed that supervisors ensure teachers adopt interactive methods that engage students with Social Studies’ purpose and align classroom practices that will foster responsible and participatory citizens. The study concluded that ideal instructional supervision is the pivot to the realization of Social Studies goals, as it strengthens teaching quality and promotes civic-oriented learning. Again, adequate supervision creates democratic and participatory classrooms that nurture responsible citizenship among students. Therefore, curriculum supervisors in senior high schools should make classroom observation and formative feedback an integral part of their routine practice to strengthen teachers’ instructional skills and confidence in teaching Social Studies.
Leadership Trends and Implications towards Development of the Adventist Church in South Sudan
This study investigated leadership trends and implications toward development of the Adventist Church in South Sudan, using the descriptive design. Sources of data were interviews and documents. Twenty-five church leaders, pastors and members participated in the study. Data was analyzed through the thematic approach. The study revealed that the establishment of the Adventist church in South Sudan was influenced by dedicated missionaries like Daudi Ogillo from Tanzania and Gerald Whitehouse from the United States of America. Besides planting churches, these leaders established humanitarian and medical services which propelled the development of the church. The leaders experienced communication challenges and religious restrictions as major challenges. Indigenous leaders followed the footsteps of the non-indigenous leaders by applying the principles of servant and spiritual leadership. As a result, church membership has increased and 41 pastors have received ministerial ordination. Other developments include professional development of church workers and establishment of 34 primary schools. The study recommends that the current church leadership continues working sacrificially to foster the church growth and development. The leaders should take advantage of the improved conditions to accelerate the church growth. The leadership should prioritize church employees’ professional development and church members’ self-reliance through regular training.
Contributions of Nairobi City Inspectorate Officers in Urban Safety Management: A Case of Kibra Sub-County in Nairobi, Kenya
This study assessed the role of Nairobi City Inspectorate Officers in strengthening urban safety in Kibra County, Kenya. Using a descriptive survey research design, data was collected through semi-structured a questionnaire. Quantitative data was analyzed using descriptive statistics presented in tables while qualitative data was thematically analyzed to supplement and enrich the numerical findings. Ethical considerations were strictly observed. Findings indicated that liquor-related offence cases, public nuisance and licensing violations were the most common crimes. City Inspectorate Officers employed strategies, such as training, surveillance, public sensitization and equitable resource allocation to enhance safety. Inter-agency cooperation and community partnerships further reinforced effective efficacy on public safety. The study recommends intensified regulation of high-risk activities, such as illegal liquor sales, expanded training and resourcing of inspectorate officers as well as formalized collaboration between law enforcement, community actors and other stakeholders. These steps are essential for enhancing urban safety and ensuring sustainable crime management in informal urban settings like Kibra.