Gold Collection

Institutional Determinants of Precision Agriculture Integration in Secondary School Agricultural Education: Evidence from Kisii and Nyamira Counties, Kenya in a Global Context

2026-06-30T09:59:59Z

Institutional Determinants of Precision Agriculture Integration in Secondary School Agricultural Education: Evidence from Kisii and Nyamira Counties, Kenya in a Global Context Onyancha, Finid George; Ndiema, Alice Chesambu; Ouda, James Bill; Ongeti, Karen Ohanga Precision Agriculture (PA) has strong potential to transform agricultural productivity and environmental sustainability. However, its integration into secondary school education remains limited. This study examined the influence of infrastructure and resources on the implementation of PA in secondary schools in Kisii and Nyamira Counties, Kenya. A sample of 254 school principals and 353 agriculture teachers was determined using Cochran’s formula. Proportionate random sampling was applied to select schools, while purposive sampling identified principals and teachers. Data were collected through questionnaires, interviews, and observation checklists. Instrument validity was ensured through content validation, while reliability was tested using Cronbach’s alpha. Data analysis was conducted using SPSS version 27, employing Pearson’s correlation, ANOVA, and regression analysis. The findings revealed a positive and statistically significant relationship between resources and PA implementation (r = .403, p = .034). ANOVA results indicated significant differences among schools based on levels of administrative support (F = 3.759, p < .024), with higher support linked to better PA implementation. The regression model was statistically significant (F (6, 346) = 6.89, p < .001), though it explained a modest proportion of variance (R² = .107). The study concludes that resources and administrative support are critical enablers of PA implementation. It recommends that Boards of Management and school principals allocate 8–12% of school capitation and internally generated funds toward agriculture and ICT development in the 2026–2029 School Improvement Plans

An Assessment of Teachers’ Preparedness in Implementing Precision Agriculture in Competency-based Education in Secondary Schools in Kisii and Nyamira Counties, Kenya

2026-06-30T09:59:46Z

An Assessment of Teachers’ Preparedness in Implementing Precision Agriculture in Competency-based Education in Secondary Schools in Kisii and Nyamira Counties, Kenya Onyancha, Finid George; Ndiema, Alice Chesambu; Ouda, James Bill; Ongeti, Karen Ohanga Precision Agriculture (PA) enhances efficiency and sustainable agricultural production. PA integration into secondary school agricultural education programs, particularly in Kenya, remains limited. This study assessed the preparedness of agricultural teachers to implement PA in Kisii and Nyamira Counties, Kenya. This study included 254 secondary schools and 353 teachers of agriculture were sampled using Cochran’s finite population formula, proportionate random sampling, and purposive sampling. questionnaires and checklists were used to collect data. Content validity ensured that the instruments adequately measured teachers’ preparedness, and Cronbach’s alpha technique ensured that the instruments were reliable. Data was analyzed using SPSS version 27. Pearson’s correlation and ANOVA examined the relationship between teacher preparedness and PA implementation, and differences in preparedness across levels of academic and professional training and PA implementation. The findings indicated a strong, positive, and statistically significant relationship between teacher preparedness and PA implementation (r = 0.836, p < .001), suggesting that teacher preparedness substantially influences PA implementation. ANOVA results showed statistically significant differences in preparedness across teachers’ qualification levels (F = 6.889, p < .001), with higher training associated with preparedness. The overall regression model was statistically significant, F (11, 340) = 112.30, p < .001, explaining 78.4% of the variance in PA implementation, R² = .784. In conclusion, teachers’ preparedness is critical to PA implementation, with higher levels of preparedness indicating readiness. This study, therefore, recommends that teacher training programs be designed to engage educators in hands-on, experiential learning that promotes knowledge construction

A Model for the Effective Adoption and Integration of Precision Agriculture in the Secondary School Agriculture Curriculum: Evidence from Kisii and Nyamira Counties, Kenya

2026-06-30T09:59:26Z

A Model for the Effective Adoption and Integration of Precision Agriculture in the Secondary School Agriculture Curriculum: Evidence from Kisii and Nyamira Counties, Kenya Onyancha, F.G; Ouda, J.B; Ongeti, K.O; Ndiema, A.C Precision Agriculture (PA) is a data-driven approach that enhances efficiency, productivity, and sustainability in agriculture, but its integration into secondary school curricula remains limited, particularly in developing countries. This study developed an empirically grounded model for the adoption and integration of PA into Competency-Based Education (CBE) in secondary schools in Kisii and Nyamira Counties, Kenya. The model was developed from information on teachers' preparedness, the influence of resources and infrastructure on PA implementation, and barriers to effective PA implementation. A concurrent mixed-methods design was employed, involving 353 agriculture teachers and 254 principals. Questionnaires, interview guides, and observation checklists were used to collect data on the aspects that underpinned this model. Quantitative data were analyzed using correlation and multiple regression analyses, while qualitative data were analyzed thematically. Hierarchical Multiple Regression (HMR) was then used to develop the model. HMR coefficients (Beta weights) were used to indicate the relative strength and direction of each factor in the conceptual model diagram. Findings revealed that teacher preparedness is the strongest predictor of PA implementation (R² = 0.784), institutional resources act as enablers (R² = 0.107), and systemic barriers function as suppressors (R² = 0.095). The study proposes a three-layer adoption model integrating teacher capacity, institutional support, and systemic constraints. The model provides a scalable framework for integrating emerging Precision Agriculture into secondary education systems.

What Lies Beneath Social Media Sex Traps? Interrogating the Trends of Online Self-disclosure Among Youth in Kenya

2026-06-18T09:56:21Z

What Lies Beneath Social Media Sex Traps? Interrogating the Trends of Online Self-disclosure Among Youth in Kenya Mudogo, Benard; Barasa, David; Matseshe, James Scholarly evidence indicates that the rise of sexual and health misinformation on social media platforms (SMPs) continues to affect the majority of the global youth population, denying many the right to make safe and informed decisions concerning their health. While existing studies have primarily focused on the prevalence of different types of health risks in online misinformation, the concept of self-disclosure on social media is often overlooked in sexual health communication. This article presents findings from a study that deals with the question of the online trends that catalyze precarious online self-disclosure among Kenyan youth. Specifically, it addresses three areas: SMP preferences, choices of online friendships, and respondents’ demographics, in relation to social media deception. Sixty students aged 18–21 years were randomly sampled from five faculties at Masinde Muliro University of Science and Technology (MMUST). Data were then collected using focus group discussions (FGDs) and questionnaires. We investigated the spread of these falsehoods on three social network sites (SNS): Facebook, WhatsApp, and TikTok. Findings revealed that youth exposure to social media sex lies increases both their indecent self-disclosure and a higher likelihood to engage in risky sexual behavior. Stakeholders can utilize these findings to provide necessary health communication support.