Abstract: Tourism in Kenya is highly exposed to the adverse effects of climate change due to its dependence on climate-sensitive natural attractions and ecosystems. However, the level of preparedness among tourism stakeholders to effectively respond to these impacts remains insufficiently implicit. This study therefore sought to examine the preparedness of tourism stakeholders for climate change impacts, identify existing gaps, and propose strategies for strengthening resilience within the sector. The study is grounded in the Adaptive Capacity Theory (Folke et al., 2003), which emphasizes that the resilience of socio-ecological systems is determined by the ability of individuals, communities, and institutions to anticipate, cope with, and recover fromenvironmental changes. A descriptive research design was adopted, relying on secondary data drawn from government reports, tourism policy documents, sectoral studies, and peer-reviewed journal articles. Data were collected through systematic review and structured extraction using a data matrix to ensure consistency and comparability. Validity and reliability were enhanced by using credible and authoritative sources, triangulating information across multiple documents, and prioritizing recent publications. Thematic content analysis was used to examine patterns relating to stakeholder awareness, adaptation measures, institutional support, challenges, and levels of preparedness. The findings reveal that although awareness of climate change is generally high among stakeholders, overall preparedness remains moderate. Larger tourism enterprises and government-supported destinations demonstrate relatively higher adaptive capacity compared to small-scale operators and rural-based tourism enterprises. Major constraints include limited financial resources, weak institutional coordination, and inadequate stakeholder collaboration. The study concludes that strengthening adaptive capacity is critical for sustainable tourism development in Kenya. It recommends enhanced technical capacity building, improved policy coordination, strengthened stakeholder partnerships, and increased financial investment in climate-resilient tourism initiatives.

Abstract: Learner’s classroom participation can be gauged by; confidence levels turn-taking, numeracy skills, manipulative competencies and task completion. However, over time, adequate inculcation of play as a strategy in early childhood classrooms is yet to be achieved. Bunyala sub-county notwithstanding. This underscored the need of this study. The study assessed public pre-primary school teachers’ use of play as a classroom teaching strategy: a case of Bunyala- Busia County, Kenya. The guide objective was: to explore public pre-primary school teachers’ preparedness in using play as a strategy on pre-schoolers’ classroom participation. A mixed methodology with descriptive survey design was adopted. Research targeted a population of 27 public pre-primary centres. Of this, 2 were used in piloting while in 25 actual study was conducted with a sample of 25 heads, 50 teachers and 100 pre-schoolers. The sampling techniques adopted were purposive and simple random. Data was collected using questionnaires and an observation guide. Reliability and validity of the instruments were addressed through piloting and test retest. Descriptive statistics for measures of central tendencies were applied. For qualitative data, content analysis was adopted. The study found that public pre-school teachers were not adequately armed with the necessary skills on play and that majority of them had general training on ECD matters but very minimal additional professional knowledge on play. The study recommended that ECDE teachers and care givers should be adequately prepared in terms of training, planning and organization in order for them to maximize their content delivery to the young ones.

Abstract: The introduction of technology in the management of learning has improved many schools in Kenya. The study sought to evaluate the availability of Information and Communication Technology in primary schools in Kikuyu and Kabete Sub-counties, Kiambu County, Kenya. The study used concurrent triangulation research design. The target population was 5549 people that work in Primary school with a sample of 240 respondents selected from 20 schools using stratified and random sampling. The analyzed data revealed that several learning and teaching related processes like those that involve responding mechanisms, attention, perception, application of learning and understanding are favored by the use of ICT. Also, some of the proposed processes like interaction processes and expression and communication skills were poorly valued as they were not held in high regard by the teachers because they have considered ICT as being commonly used in a one-way mode. The government should provide the necessary equipment for ICT to the primary schools in order to enhance the implementation in the primary schools with a focus on evaluating classrooms.

Received February 20, 2019; Revised March 15, 2019; Accepted March 17, 2019

Abstract: This study sought to investigate Challenges in teaching and learning physical geography in selected public secondary schools in Wajir County, Kenya. It has been noted over time that students’ performance in Physical Geography has been declining in relation to Human Geography. This, therefore, prompted a study to be carried out so as to establish the major challenges in teaching and learning of physical geography in Wajir County. The research aimed at investigating the availability and utilization of resources and facilities used in teaching physical geography, teachers’ preparedness and effectiveness of instructional methods used to teach physical geography. The study was guided by the Social Cognitive Theory of Albert Bandura, which advocates that students learn through observation. The study utilized descriptive survey research design. The quantitative approach used self-administered questionnaires, which were directed to secondary school students taking Geography. Purposive sampling was used to select 21 form three students. The study found out that the instructional resources and facilities for teaching/learning physical geography are available but underutilized. The students’ lack of motivation in physical geography was associated with inadequate number of teachers of geography in schools. Students’ attitudes affect performance of physical geography in Wajir County. From the study, it was concluded that students could perform well in physical geography if these variables are addressed. The study recommends that: the number of geography teachers in Wajir County should be increased; Geography teachers to attend in-service training and Students’ attitude towards geography should be improved through activities like field trips and use of motivational speakers about the benefits of geography.