Department/Unit: Educational Psychology
Qualifications: PhD Holder in Early Childhood and Primary Education (Basic Education)
PhD Institution: University of Eldoret
PhD dissertation title: Utilisation of Child-Centered Approaches and the Influence on Teaching and Learning Activities in Public Early Childhood Education Centres in West Pokot County, Kenya
Current research interests and projects: Early Childhood Education, Special Needs Education, Vocational Education and Girl Child Education
Selected publication 1: Andiema N.C. & Manasi, E. (2022). Schopol and pupil based factors influencing girls’ dropout rate in primary schools in West Pokot County, Kenya. European Journal of Education Studies, 9(1), 204 – 214. https://dx.doi.org/10.46827/ejes.v9i1.4113
Selected publication 2: Manasi, E. & Andiema N.C. (2021). Binary logistic regression analysis of factors associated with unrest among public secondary school students in kenya. World Journal of Innovative Research, 10(3), 1 – 5. https://www.wjir.org/vol/vol-10issue-3
Selected publication 3: Andiema N.C. (2021). Influence of culture on girl child education in Central Pokot Sub County, Kenya. East African Journal of Education Studies, 3(1), 26 – 38. https://doi.org/10.37284/eajes.3.1.279
Selected publication 4: Andiema N.C. & Manasi, E. (2021). Female students’ participation in technical vocational education and training in West Pokot County. East African Journal of Education Studies, 3(1), 61 – 69. https://doi.org/10.37284/eajes.3.1.314
Selected publication 5: Andiema N.C. (2020). Special needs teachers’ capacity in the implementation of competency based curriculum in primary schools in Kenya. British Journal of Education, 8(4), 103 – 119. https://www.eajournals.org>wp-content>uploads
Selected publication 6: Andiema N.C. (2020). Teachers’ competency in evaluation of competency based curriculum among special needs learners in Kenya. Global Journal of Education Research, 19(2). Doi: 10.4314/gjedr.v19i2.2
Selected publication 7: Andiema N.C. (2020). Child-centred methods used in teaching and learning of psychomotor and creative activities in public pre-primary centres in West Pokot County, Kenya. European Journal of Education Studies, 7(4), 54 – 69. https://oapub.org/edu/index.php/ejes/article/view/3034/5672
Selected publication 8: Andiema N.C. (2017). ECDE teachers training and its effect on learning in selected pre - schools centres in West Pokot County, Kenya. European Journal of Education Studies, 3(11), 794 – 811. https://oapub.org/edu/index.php/ejes/article/view/1321/3845
Selected publication 9: Andiema N.C. & Kitainge, M.K. (2016). Application of child centered approaches in teaching and learning of mathematics activities in ECDE in West Pokot County Kenya. IOSR Journal of Research & Method in Education 6(3, 2), 26-32 https://www.iosrjournals.org
Selected publication 10: Andiema N.C. (2016) Utilization of child-centered approaches in teaching and learning of language activities in pre- school centres in Kenya. International Journal of Education and Research, 4(7). https://www.ijern.com/journal/2016/July-2016/16.pdf
Capstone assignment title: Supervision Process of Doctoral Candidates Undertaking Education Programmes at Kibabii University, Kenya
Capstone assignment abstract: Supervision of doctoral candidate proposal and thesis writing phases forms one of the critical areas of doctoral experience by both candidates and supervisors. In the university that I teach (less than 10 years old since it was given charter), most doctoral programmes are in the school of education where I am based at and therefore less than 100 candidates undertaking various programmes have completed their doctorate education. Nevertheless, the CREST training has been an eye opener for me as it has increased my knowledge, skills and understanding on PhD supervision process. In this work I am focusing on the supervision process that doctoral candidates go through in Kenya and specifically those undertaking PhD in education studies. This Capstone assignment looks at: (1) Institution policies on supervision of doctoral students (2) Students views on supervision process (3) Supervisor – student relationship (4) Impact of doctoral supervision on candidates’ academic progress and graduation Conclusions and recommendations are provided at the end
