International Research Journal of Rongo University

EFFECTIVENESS OF THE EAST AFRICAN COURT OF JUSTICE AS A VANGUARD FOR REGIONAL INTEGRATION

Kezzy Ray Oluoch , Kenneth Kaunda Kodiyo — Mon, 14 Sep 2026 00:00:00 +0000

This Paper seeks to navigate the exactitude of compliance and enforcement mechanisms taking place in the East African Community (EAC) through the lens of the East African Court of Justice (EACJ), with a particular focus on the efficiency of its authority and functionality. The paper extrapolates thoughts on the perceptions of legal mirages, myths and realities and the extent to which existing regional institutional frameworks shift to practical enforcement and adherence to EAC Treaty obligations. By borrowing from a deep analysis of regionalism and relevant case material, this Paper sets to and finds a gaping disconnect involving regulation and their operationalization. While the EAC Treaty provides an imperfect policy framework for operationalization and judicial enforcement, Partner States repeatedly exhibit a regular pattern of selective compliance; brushing off legal obligations by consistently bypassing mandatory regional requirements either in favor of international pursuits or jingoist alternatives seen in Globalisation agendas and which have in turn led to the weakening of the effectiveness, legitimacy and authority of the EACJ and which in turn ends up limiting institutional credibility. The paper then concludes by arguing that without stronger community enforcement, outright political commitment and sweeping community law reforms, the EACJ’s role as a safeguard of regional integration will remain constrained. Lastly, the Paper goes on to recommend a few insights that seek to contribute towards a broader debate on the effectiveness of the mandates of Regional Integration.

PERCEPTION OF NURSING STUDENTS ON SIMULATION AS A LEARNING STRATEGY AT NURSING TRAINING COLLEGES IN NAIROBI COUNTY, KENYA

Cecilia Rapando, Mary Sambu, Richard Okero — Mon, 14 Sep 2026 00:00:00 +0000

Simulation is a teaching and learning strategy used in nursing education for the preparation of nursing students for clinical practice. The nursing education principally centre on nursing knowledge, and assisting learners acquire the necessary skills and attitudes associated with nursing practice to care for patients as they deal with and handle real- life situations. The nursing students’ views are shaped by heavily by practical realities and clinical experience. This study sought to determine the perception of nursing students on simulation as a learning strategy at selected nursing training colleges in Nairobi County Kenya. The following specific objective was to assess the perception of nursing students towards integration of simulation program as a learning strategy at nursing training colleges in Nairobi County, Kenya. The study was guided by the theory of experiential learning, postulated by Kolb (1984). The study adopted a descriptive exploratory design in a quantitative approach. The target Population for the study was 1067 consisting of diploma nursing students training at medical colleges in Nairobi County. The stratified random sampling technique was used in this study and the sample size was 210 participants. The stratification was based on college block system and clinical rotation placements. The study population was stratified by the year of study. The number of students respondents per year of study was determined by the weight of classroom of the total population. The self-administered questionnaires were subjected to a reliability test through a pilot study in which the questionnaires were administered and later responses cross-checked through the test -retest. The pilot study also helped in validation of the instruments through amending unclear and obscure questions and discarding ineffective and non-functional questions. Data was collected using a closed-ended self-administered questionnaire. Data was analysed through descriptive (frequency, percentages, mean, and standard deviation) and inferential statistics (correlation coefficient, coefficient of determination, analysis of variance, and model coefficients). Pearson correlation coefficient was at a significant level of 0.01. SPSS software was used to compute analysis. The findings were that integration of simulation programs significantly influences simulation as a learning strategy for nursing students. The findings gave an R-Square of 0.868 with the standard error of estimate being 0.128. This implies that using the composite score, integration of simulation program, classification simulation, clinical experience as well as benefits of simulation significantly influences simulation as a learning strategy for nursing students. Results also provided a p-value = 0.000 < 0.05. This further confirms that the predictors positively and significantly influence simulation as a learning strategy for nursing students. The study concludes that the integration of simulation programs significantly influences simulation as a learning strategy among nursing students. The study strongly recommends that nursing educators should make simulation an integral part of their teaching for nursing students as embracing an integral approach will improve students' learning approach, formulation of a policy framework on the classification of simulation approaches, learners should know the classifications and practice them effectively. Students should practice clinical skills so as to generate experience that would yield positive results, the nursing colleges should embrace simulation learning strategy as it has a lot of benefits to learners.

FINANCIAL LITERACY TRAINING AS A CORRELATE OF TEACHERS' INSTRUCTIONAL ATTENDANCE IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Kepher Essau Onyino, Beatrice Atieno Nyakan, Julius Maiyo — Sat, 10 Oct 2026 00:00:00 +0000

Instructional attendance defined as teachers' sustained physical presence in, and active engagement with, lesson preparation, delivery, learner assessment and discipline is widely recognized as a major correlate of quality teaching and learning in public primary schools. Despite growing Teachers Service Commission (TSC) investment in post-service welfare programmes, there remains limited empirical evidence on whether such programmes improve instructional attendance, a gap acute in Kakamega County, Kenya, where a 2025 quality assurance assessment found only 38% of expected instructional time was utilized. It was probable that TSC's financial literacy training programme contributed to this situation. This study sought to establish whether TSC financial literacy training is associated with teachers' instructional attendance in the county's public primary schools. The study adopted a correlational design within a convergent parallel mixed-methods framework, anchored on the Integrative Life Planning Theory. The target population comprised 10,104 TSC-employed teachers from 916 public primary schools across the county's 13 sub-counties. Applying Slovin's formula at 95% confidence yielded a sample of 385 teachers via multi-stage stratified sampling by sub-county and location; 13 head teachers' association chairpersons served as key informants. Data were collected through teacher questionnaires and head-teacher interviews. Validity and reliability were established through expert review, piloting, test-retest analysis (r > 0.70), and a Cronbach's alpha of 0.879. A 93.4% response rate yielded 360 usable questionnaires, and all 13 head teacher interviews achieved thematic saturation. Quantitative data were analyzed using t-tests, Pearson correlation, and Hayes' PROCESS macro (Model 4, 5,000 bootstrap resamples); qualitative data were analyzed thematically using Braun and Clarke's (2006) six-phase approach, with findings integrated at interpretation. Ethical considerations that include informed consent, voluntary participation and confidentiality of the source of information were adhered to throughout the study. Findings revealed that 43.3% of teachers had attended financial literacy training, and trained teachers recorded significantly higher mean instructional attendance (77.2%) than untrained teachers (70.6%) (t(358) = 3.42, p = .001, Cohen's d = 0.40). Mediation analysis showed that 87.5% of this effect operated indirectly through reduced financial stress, with the direct pathway statistically non-significant (β = .022, p = .648). The null hypothesis was therefore rejected, confirming a statistically significant relationship between financial literacy training and instructional attendance, an effect stronger among rural teachers and those with higher post-training knowledge retention. The study concludes that financial literacy training improves instructional attendance primarily by alleviating teachers' financial anxiety rather than through direct application of financial skills, and recommends that TSC reframe such training as a stress-reduction intervention, incorporating practical action-planning, peer support, and mobile delivery models to reach financially vulnerable rural teachers.

EVALUATION OF HEALTH RECORDS MANAGEMENT PRACTICES AND THE FUNCTIONALITY OF ARCHIVAL WORKFLOW SYSTEMS AMONG SELECTED HOSPITALS IN MIGORI AND KISUMU COUNTIES, KENYA

Julius O. Ominde , Lamek Ronoh , Anne Mugalavai — Wed, 10 Jun 2026 00:00:00 +0000

Effective health records management is essential for efficient healthcare systems. However, outdated infrastructure, limited user integration, and inefficient data retrieval continue to impede healthcare service delivery in Kenyan hospitals, raising the question: to what extent do records management practices predict archival workflow functionality in public hospitals? This study was grounded in Records Management Theory, which conceptualizes records as assets moving through a defined lifecycle creation, use, maintenance, and disposition governed by policies and standards to ensure accessibility, integrity, and accountability. Building on this lens, the study's conceptual framework positions records management practices, retrieval speed and ease, records handling, and archival software use as independent variables predicting archival workflow functionality as the dependent variable, with government policies and standard operating procedures as intervening variables consistent with the theory's emphasis on regulatory oversight across the records lifecycle. The framework further incorporates system reliability, user acceptance, and user requirements, including data confidentiality and security, as dimensions shaping user trust and satisfaction, thereby identifying where adjustments are needed. A cross-sectional survey of 265 healthcare workers at Kisumu and Migori referral hospitals, sampled proportionately across professional cadres using Slovin's formula, tested these relationships using descriptive statistics, chi-square tests, and logistic regression. Findings showed generally favorable standard operating procedures compliance (64.4%), retrievability (57.8%), and software evaluations (65.1–73.1%), alongside strong support for system modernization (87.9–91.5%), though user feedback integration remained moderate. Regular disposal of outdated records, a core lifecycle stage under Records Management Theory, was significantly associated with workflow functionality (χ²=33.25, p=0.032), while standard operating procedures compliance (OR=1.52, p=0.045) and user-friendly, secure archival software (OR=1.84, p=0.011) emerged as significant predictors, affirming the theory's premise that structured, policy-governed management of records across their lifecycle drives system functionality. These results underscore the need to modernize archival workflow systems, strengthen data security, and deepen user participation. The study recommends standardized, automated archival workflows supported by ongoing capacity building and routine system reviews in Kenyan public hospitals.