JRIIE
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Denis Odhiambo Migele & Ruth ThinguriSchool of EducationMount Kenya UniversityEmail: omigesh@yahoo.com Abstract: Involvement of stakeholders is crucial in the provision of infrastructure in schools. However, in junior secondary schools in Embakasi East Sub-county, the provision of infrastructure has been a challenge. Thus, this study examined the influence of the involvement of stakeholders on the provision of infrastructure in public secondary schools. The stakeholder involvement theory and the infrastructure implementation theory guided the study. Mixed methodology was adopted, and a concurrent triangulation research design was used. The target population comprised 550 participants, including 23 headteachers, 134 JSS teachers, 391 members of the […]
Steven Sebbale 0000-0002-5350-9244, Frank Pio Kiyingi , and Charles Edaku 0009-0003-7050-7720Nkumba University, UgandaEmail: sssebbale@gmail.com Abstract: This study examines the effect of teaching practices on community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional design was adopted, integrating quantitative data from 330 academic staff with qualitative insights from key stakeholders. Correlation and Regression analyses reveal that experiential learning, curriculum alignment, faculty development, and technology-enhanced teaching significantly and positively influence community engagement outcomes. However, challenges such as limited infrastructure, large class sizes, and the persistence of traditional pedagogical approaches constrain the effectiveness of these practices. The study concludes that adopting […]
Racheal Nakazinga – School of Education, Kyambogo University Mark Michael Waiswa – School of Education, Kyambogo University Eric Douglas Kalanda – School of Education, Kyambogo University Peace Buhwamatsiko Tumuheki – Faculty of Special Needs Education, Kyambogo University Email; mmwaiswa@kyu.ac.ug Abstract: Despite the changes in the curricula to Competence Based Education (CBE) , there are still issues related to comprehension of the concepts of learner-centred learning. This study aimed at investigating teachers’ understanding of Learner-Centred Approach (LCA) in English language classrooms within selected secondary schools in Central Uganda inspired by curriculum reforms advocating for a change from teacher-centred to learner-centred learning. The […]
Janelydia Wanjiru & Pamela OchiengSchool of EducationMount Kenya UniversityEmail: janelydiaw@gmail.com/ elaochieng@gmail.com/ pochieng@mku.ac.ke Abstract: Principals’ management of teachers’ workload is crucial in determining teacher performance in schools. However, in Thika West Sub-county, teacher performance has been a persistent challenge, with many teachers being unable to cover the syllabus in time, resulting in low student academic performance in examinations. This study sought to examine the influence of principals’ management of workload on teacher performance in public secondary schools. The distributed leadership theory and teacher performance theory guided the study. The study adopted a mixed methodology and, thus, applied a concurrent triangulation research design. […]
Florent Nsanzubuhoro & Osiemo Athanas KengereMount Kenya Universityhttps://orcid.org/0009-0008-6185-206XEmail: nsanzubuflorent@gmail.com Abstract: The primary aim of this study was to examine the effect of financial institution services on the performance of small and medium enterprises in Rwanda, with specific reference to Gasabo District. Data were collected using questionnaires and documentary review, while SPSS version 25 was used for descriptive, correlation, and regression analysis. The response rate was 97.24%, as 106 questionnaires were returned out of 109 distributed. The findings revealed that deposit services had a positive and statistically significant effect on SME performance (B = 0.214, t = 3.981, p = 0.000). Loan […]
Theresia Sebastian Bella – Tengeru Institute of Community Development Sophia John Laiser – Tumaini University Makumira Naisujaki Sephania Lyimo – Arusha Technical College Email: bellatheresia1234@gmail.com/ laisersophia@gmail.com/ naiviebe@gmail.com Abstract: The study focused on management of the implementation of competence-based curriculum (CBC) to enhance community engagement. Tengeru Institute of Community Development has partnered with Jamii Outreach Digital and Innovation Centre (JODIC) as a centre to appraise the skills gained in the classroom and apply them in the field. Two research objectives guided the study: identifying strategies and skills used in implementing competency-based curriculum at Tengeru Institute of Community Development, and examining strategies in […]
Nzaro Charles Chai, Benard Lango & Ruth Njeri KaruuThe Catholic University of Eastern AfricaEmail: charlesphil95@gmail.com Abstract: While there have been significant ecological, economic, and social benefits of agroforestry, particularly palm tree cultivation, the sustainability of agroforestry programs in many regions remains constrained by inadequate stakeholder collaboration and weak policy support. This study examined the influence of project stakeholders’ policy advocacy on sustainable agroforestry programs in Kilifi County, Kenya. Objectives were: to assess the influence of governance policies,membership diversity, legal frameworks and how knowledge transfer influence sustainable agroforestry programs in Kilifi County. Social Network Theory and Common Pool Resource Theory was used […]
Ngetich Julius Kimeli, Catherine Amimo & Petronilla MwangiUniversity of Eastern Africa, BaratonEmail: jk.ng39etich@yahoo.com/ amimoc@ueab.ac.ke/ mwangip@ueab.ac.ke Abstract: This study examined the effectiveness of integrating community-based learning (CBL) into the Competency-Based Education (CBE) curriculum in public primary schools in the Rift Valley Region, Kenya, and its relationship with household income levels. A descriptive-correlational research design was employed involving 847 participants comprising learners, teachers, head teachers, and Quality Assurance and Standards Officers. Data were collected using questionnaires, interviews, observation checklists, document analysis, and figures. Quantitative data were analyzed using descriptive statistics and Spearman’s correlation, while qualitative data were analyzed thematically. Findings revealed moderate integration […]
Francis KamyukaBusoga University, UgandaEmail: kamyukaafrancis@gmail.com Abstract: This study examined the influence of assistive technology in teaching on learners’ English performance in selected primary schools in Ikumbya Sub-County, Luuka District. It used a cross-sectional design with quantitative data analysis on a representative sample of 24 respondents from three primary schools in Ikumbya Sub-County, Luuka District. Questionnaires were used, and findings were presented in summary tables using frequencies and percentages. Conclusively, assistive technology greatly enhances learners’ English performance, especially for learners with hearing impairment. It promotes improved communication skills, better hearing and comprehension in noisy environments, and greater participation in classroom discussions. It […]
Samuel Ngugi Kariuki, Millicent Ojwan’g & Paul WahonyaUniversity of Eastern Africa, Baratonhttps://orcid.org/0000-0002-1314-077XEmail: kariukis@ueab.ac.ke Abstract: This study examined stakeholders’ perceptions of digital opportunities influencing virtual student service delivery in selected universities in Kenya. It was motivated by the growing digital transformation in higher education through artificialintelligence (AI), blockchain technology, and online platforms, despite persistent inconsistencies in service effectiveness. The study focused on four dimensions: AI adoption, blockchain for secure record management, access to information without physical barriers, and flexibility in service delivery. A descriptive survey research design was employed. The target population comprised 459 respondents, including 52 lecturers and 407 students, while […]
Ssebunya Robert, Mawa Micheal & Kasujja John PaulDepartment of Public Administration and Management,Nkumba University, Ugandahttps://orcid.org/0009-0000-6959-9929Email: kakaroberoto@gmail.com Abstract: Political rights are fundamental to democratic governance, yet persistent restrictions continue to undermine civic participation, accountability, and constitutional freedoms in Uganda. This study examined Amnesty International’s lobbying role in combating political rights violations in Uganda. Constructivism Theory guided the study by explaining how lobbying shapes policy reform, institutional behaviour, and democratic governance. A qualitative case study design involved 32 purposively selected participants from Amnesty International, civil society organisations, journalists, legal practitioners, human rights activists, and community leaders. Data were collected through key informant interviews, […]
OUR SERVICES
The Journal of Research Innovation and Implications in Education (JRIIE), which is a subsidiary of Center for Research Implications and Practice (CRIP) is involved in research and publishing of Academic papers. Below you'll find some of the services that we provide.
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Publication
The Journal of Research Innovation and Implications in Education (JRIIE) is a double blind peer review international journal which is published quarterly; that is March, June, September and December.
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Conferences
We have organized several research conferences in different countries to address several pressing issues. We have had great success in them leading to publications and even mentorship.
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Quantifiable Results
We have published hundreds of articles which has been made possible by the team of reviewers and researchers that have embraced JRIIE as a tool for publication, and are proud of what we have achieved together.
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Open Access Policy
The Journal of Research Innovation and Implications in Education adheres to the open access publishing model. All original research articles published by JRIIE are made freely and permanently accessible online upon publication.