https://repository.kcau.ac.ke/handle/123456789/432 Sun, 19 Apr 2026 20:57:45 GMT 2026-04-19T20:57:45Z https://repository.kcau.ac.ke/handle/123456789/1599 HIV and Religion in the Congo: A Mixed-Methods Study Ngigi, Simon K.; Hawkes, Michael; Sivasivugha, Eugenie S.; Masumbuko, Claude K.; Brophy, Jason; Kibendelwa, Zacharie T. Objective: To explore the relationship between religious affiliation and HIV infection in a war-ravaged community in sub-Saharan Africa. Design: Mixed quantitative and qualitative methods. Methods: Individuals attending HIV voluntary counseling and testing clinics in Butembo in Eastern Democratic Republic of the Congo (DRC) completed a questionnaire and were tested for HIV infection. Risk factors for HIV seropositivity were explored, with attention to religious affiliation as a potential risk factor. Structured interviews of key informants were used to complement quantitative data. Results: Three hundred and eighty individuals attending six clinics were enrolled. Nearly all participants (97%) selfidentified as Christian (44% Catholic; 53% non-Catholic Christian). Twenty-eight patients (7.4%) tested positive for HIV. Age>30 years (adjusted OR 47 [95%CI 2.9-770, p=0.007]), married status (adjusted OR 3.7 [95%CI 1.1-13, p=0.037]), and Catholic religion (adjusted OR 2.7 [95%CI 1.1-6.8, p=0.030]) were independent risk factors for HIV seropositivity in a multivariable logistic regression model. Rates of HIV were higher among Catholic than non-Catholic Christian participants in both single and married participants. The proportion of participants reporting condom use as a primary prevention modality did not differ significantly between religious groups; however, within both Catholic and non-Catholic Christian groups, increasing church attendance was associated with decreased use of condoms. Qualitative data highlighted divergent views toward condom use among Catholic health workers. Conclusions: In this cross-sectional survey in Eastern DRC, Catholic (relative to non-Catholic Christian) religious affiliation was associated with an increased risk of HIV. Increasing dialogue between biomedical practitioners and religious leaders may strengthen HIV prevention efforts in SSA. Tue, 01 Jan 2013 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1599 2013-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1598 Principals’ Financial Management Practices, Educational Administration and Performance in Selected Secondary Schools in Kenya Ngigi, Simon K.; Tanui, Peninah J. It is no secret that the Kenya Government has made heavy financial investments in the education sector the intention of which is enhancement of access and quality of education. Thus, it is paramount to understand the extent to which school administration and management of financial resources relate to performance. Key duties under educational administration investigated comprised planning, organizing, directing, reporting and evaluation. The study adopted correlational research design and was anchored on Michael Jensen and William H. Meckling’s Agency Theory. The target population comprised 191 principals in Uasin Gishu County, Kenya. A total of 57 principals were selected via stratified sampling technique. The main data collection tool was a closed-ended, selfadministered principals’ questionnaire. Thereafter, bivariate and multivariate correlation analyses were employed in data analyses. Findings showed a weak positive correlation, r(48) = 0.152, p > 0.05, between financial management practices and performance. Similarly, a weak positive correlation, r (48) = 0.015, p > 0.05, between educational administration and financial management practices was observed. It was found that financial management and educational administration had negligible contribution to the variance in performance (F (2, 45) = 0.883, p > .05, R2 = 0.038). In addition, financial management level did not significantly predict level of performance (Beta = .122, t (45) = 0.832, p > 0.05). Similarly, the level of educational administration did not significantly predict level of performance (Beta = 0.153, t (45) = 1.049, p > 0.05). This study provides insight into the financial management practices influencing the performance of schools in Kenya. It also broadens schools’ management perspectives on the importance of financial management practices in eliciting performance. One direction of future research would be a replication study using larger simples in wider geographical area. Mon, 01 Jan 2024 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1598 2024-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1597 Sources of Occupational Stress and Coping Strategies among Teachers in Borstal Institutions in Kenya Ngigi, Simon; Kagwe, Margaret; Mutisya, Sabina Teaching has emerged as one of the most stressful professions in the last two decades. The need for knowledge for personal growth and national development puts pressure on the teachers to facilitate the achievement of these goals. Teachers in Borstal institutions are expected to teach and rehabilitate young convicts for re-integration into the society. The desire to find out sources of stress and coping strategies among teachers in Borstal institutions has necessitated an empirical study. The current study focuses on sources of occupational stress and coping strategies among teachers in Borstal institutions in Kenya. Phenomenology study design was used and purposive sampling in particular maximum variation was used to select the study participants. Results indicated that working conditions, living conditions and lack of resources were the main sources of stressors, while physical exercises, religious intervention, use of alcohol were among the coping strategies used. Lack of professional counseling services also emerged as a situation that lead to high stress levels. Mon, 01 Jan 2018 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1597 2018-01-01T00:00:00Z https://repository.kcau.ac.ke/handle/123456789/1596 Blended Learning in Higher Education: Challenges and Opportunities Ngigi, Simon K Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations. Tue, 01 Jan 2019 00:00:00 GMT https://repository.kcau.ac.ke/handle/123456789/1596 2019-01-01T00:00:00Z