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Recent Submissions

Renewable and Authentic Assessment in Higher Education in Kenya: Navigating Possibilities, Confronting Challenges, and Forging Solutions
(International Journal of Multidisciplinary Research & Innovation, 2026) Kamonjo Florence W; Ongek Margaret; Ngatia David
The global acceleration of digitization and technological innovation is profoundly reshaping educational paradigms, compelling higher education institutions worldwide to re-evaluate traditional assessment methods. Within this transformative context, renewable assessment emphasising iterative refinement, student ownership, and the creation of enduring value beyond the courses. On the other hand authentic assessment is centred on complex, real-world tasks mirroring professional practice. These two assessment approaches are gaining significant traction as pedagogically robust alternatives. This paper critically examines the integration of these innovative assessment models within the unique landscape of Kenyan higher education. It delves into their core theoretical underpinnings, exploring principles of constructivism, situated learning, and sustainable knowledge creation relevant to the Kenyan context. The study specifically investigates the possibilities these approaches offer which are enhancing graduate employability by developing demonstrable skills and competencies, fostering deeper student engagement and meta-cognition, promoting inclusivity through diverse task formats, and aligning assessment with Kenya's broader digital transformation goals and vision for quality education. Concurrently, it confronts the substantial challenges impeding wider adoption, including infrastructural limitations (internet access, devices), large class sizes, faculty capacity development needs, resistance to pedagogical change, concerns about academic integrity in digital environments, and resource constraints. Moving beyond mere identification of hurdles, the paper proposes concrete solutions and recommendations. These include strategies for phased implementation, leveraging appropriate educational technologies affordably, and comprehensive faculty training programs, rethinking institutional assessment policies, and developing context-specific exemplars of renewable and authentic tasks. By synthesizing possibilities, challenges, and actionable solutions, this paper aims to inform policy and practice, advocating for the strategic and sustainable integration of renewable and authentic assessments to enhance learning quality and graduate readiness in Kenya's evolving higher education sector.
Renewable and Authentic Assessment in Higher Education in Kenya: Navigating Possibilities, Confronting Challenges, and Forging Solutions
(International Journal of Multidisciplinary Research & Innovation, 2026) Kamonjo Florence W; Ongek Margaret; Ngatia David
The global acceleration of digitization and technological innovation is profoundly reshaping educational paradigms, compelling higher education institutions worldwide to re-evaluate traditional assessment methods. Within this transformative context, renewable assessment emphasising iterative refinement, student ownership, and the creation of enduring value beyond the courses. On the other hand authentic assessment is centred on complex, real-world tasks mirroring professional practice. These two assessment approaches are gaining significant traction as pedagogically robust alternatives. This paper critically examines the integration of these innovative assessment models within the unique landscape of Kenyan higher education. It delves into their core theoretical underpinnings, exploring principles of constructivism, situated learning, and sustainable knowledge creation relevant to the Kenyan context. The study specifically investigates the possibilities these approaches offer which are enhancing graduate employability by developing demonstrable skills and competencies, fostering deeper student engagement and meta-cognition, promoting inclusivity through diverse task formats, and aligning assessment with Kenya's broader digital transformation goals and vision for quality education. Concurrently, it confronts the substantial challenges impeding wider adoption, including infrastructural limitations (internet access, devices), large class sizes, faculty capacity development needs, resistance to pedagogical change, concerns about academic integrity in digital environments, and resource constraints. Moving beyond mere identification of hurdles, the paper proposes concrete solutions and recommendations. These include strategies for phased implementation, leveraging appropriate educational technologies affordably, and comprehensive faculty training programs, rethinking institutional assessment policies, and developing context-specific exemplars of renewable and authentic tasks. By synthesizing possibilities, challenges, and actionable solutions, this paper aims to inform policy and practice, advocating for the strategic and sustainable integration of renewable and authentic assessments to enhance learning quality and graduate readiness in Kenya's evolving higher education sector
Mayelezo Mačače Kuhusu Jinakabila Bajuni, Gunya wa Ṗani ya Kenya
(2026-02)
Social Determinants of Human Rights Awareness Among Barmaids in MathareSubCounty, Nairobi, Kenya
(International Journal of Multidisciplinary Research & Innovation, 2026) NdungaShadrack Kitheka
The study explores the societal factors contributing to the vulnerability and lack of legal protection of barmaids in the informal labor sector in Mathare sub county, Nairobi, Kenya. The study aims to identify barriers to human rights awareness and develop strategies to bridge the gap between marginalization and empowerment among vulnerable individuals, like barmaids. The study employed a descriptive survey research design to establish human rights awareness and knowledge of the violations among barmaids in Mathare Sub-County. The study’s target population was 238 barmaids in 119 licensed bars in Mathare sub-county. A sample size of 108 barmaids from 59 bars/clubs in the Mathare Sub- County was used in the study. The study’s instruments were questionnaires and focus group discussions. The study applied SPSS version 25 in data analysis. The study found that awareness of human rights remains consistent regardless of education level, with social factors like social class and positive attitudes being highly rated as facilitating knowledge by 66% and 76% of respondents, respectively. The study found that 73% of respondents believe social lifestyle, family size, and income levels influence human rights awareness, while 77% of barmaids believe education level also influences awareness. However, a chi-square test showed no significant relationship. The study found that 91% of barmaids believe social factors enhance their understanding of human rights, while 9% believe societal issues do not hinder their knowledge. The study revealed no significant correlation between awareness level and factors such as age, education level, and service length, as denoted by (𝛘 2 (4, N = 81) = 1.28, p =.86; 𝛘 2 (5, N = 81) = 1.69, p =.89; 𝛘 2 (3, N = 81) = 2.9, p =.41). The study was limited to barmaids in Mathare Sub-County, Nairobi. It was limited to its structured survey method and cross-sectional research design. This may have overlooked qualitative insights and limited the ability to examine human rights awareness changes over time. The study recommends targeted and sustained human rights awareness campaigns tailored to vulnerable groups such as barmaids in informal urban settlements. It further advocates for the integration of human rights education across all levels of Kenya’s education system, emphasizing curriculum reforms that promote legal empowerment and civic responsibility. The study underscores the importance of leveraging digital platforms and social media to enhance outreach and engagement. Methodologically, it calls for future research to adopt longitudinal and mixed-methods approaches that capture the evolving and complex nature of human rights awareness. Finally, the study highlights the need to address broader social determinants through multisectoral collaboration across education, health, labor, and civil society sectors.
Screening and Identification of Diesel BiodegradingBacteria Isolated From Petroleum HydrocarbonContaminated Garage Soils of Kericho County, Kenya
(International Journal of Microbiology, 2025-12) Zeddy Yegon; John M. Wagacha; Evans Nyaboga; Richard Chalo; Eliud Wafula
Despite the benefits of petroleum hydrocarbon as essential raw energy sources in many industries, they cause major globalenvironmental pollution. Petroleum hydrocarbons pollutants are highly toxic and recalcitrant, making them dangerous andpersistent over long periods in an ecosystem. However, oil contaminated soil is enriched with microorganisms that can uti-lize petroleum products and hydrocarbons for their growth, nutrition, and metabolic activities. This study aimed to isolate andcharacterize hydrocarbons-degrading bacteria capable of degrading hydrocarbons in soil samples obtained from oil-pollutedgarage sites in Kericho County, Kenya. One hundred and ten (110) bacterial isolates were isolated after enrichment, with 67of the isolates (60.9%) having visible petroleum diesel-degrading capability. The bacteria were characterized based on pheno-typic characteristics and 16S rRNA gene sequence analyses. Forty-nine of the isolates were Gram negative rods, and majority(56) of the isolates reacted positively for catalase and negatively for oxidase (38), methyl red (59), and Voges Proskauer (65);50.9% of the isolates tested positive for citrate utilization. More than half of the isolated bacteria (69.7%) demonstrated strongevidence of diesel degradation. Bacteria with moderate diesel degradation demonstration accounted for 18.2% of the isolates,while isolates with substantial diesel residues contributed 12.1%. Following 16S rRNA gene sequence analysis, the bacterialstrains were identified as belonging to the genera Acinetobacter (8), Pseudarthrobacter (4), Corynebacterium (2), Gordonia (2),Athrobacter (2), Microbacterium (2), Acidivorax (1), Pseudoxanthomonas (1), Priestia (1), Cellulosimicrobium (1), Cupriavidus (1),Paenarthrobacter (1), Exiguobacterium (1), Shewanella (1), Stutzerimonas (1), and Pseudomonas (1). This study has demonstratedthat garage soils with petroleum hydrocarbon contamination in Kericho County harbor a rich and diverse indigenous populationof microbes with the ability to biodegrade diesel. The findings suggest potential application of these bacterial strains to facilitatethe biodegradation of petroleum hydrocarbons.