JOOUST Repository
The JOOUST Repository aims to store, preserve, disseminate, and provide access to scientific and intellectual outputs, ensuring the preservation of the University’s intellectual memory.
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Item type: Item , Access status: Open Access , Use of Black Soldier Fly (Hermetia Illucens) Larvae Meal in Aquaponics System for African Catfish (Clarias Gariepinus) Production(International Journal of Fisheries and Aquaculture, 2024-09) Nguka, Samuel O.; Muriithi, Alice N.; Mweresa, Collins K.Aquaponics is an important technique that entirely depends on fish feed, which is expensive and accounts for up to 60% of total variable costs. Black soldier fly larvae (BSFL) meal is one alternative to fishmeal in aquaponics systems. To promote the use of sustainable alternative aquaculture feed instead of fish meal, this study investigated the effect of replacing fish meal with BSFL meal on African catfish (Clarias gariepinus) performance (survival and growth) and water quality in aquaponics. The study employed the Randomized Complete Block Design (RCBD). A total of 135 catfish fingerlings were stocked in three replicates across nine 100-liter water barrels (filled with 60 L of water) and fed twice daily for 56 days. For acclimatization, fingerlings were fed commercial feed for two weeks. Water cycled through the hydroponic media grows bed using an automatic timer (15 min every hour, day and night). Fish meal was replaced with black soldier fly larvae meal at 0% (BSFL0), 30% (BSFL30), and 50% (BSFL50). One-Way Analysis of Variance (ANOVA) analyzed the data using JMP 16 software. Water parameter results showed no significant (p > 0.05) effect of black soldier fly larvae meal on pH, electrical conductivity, ammonium, nitrite, and nitrate. Diet types had no significant (p > 0.05) effect on survival, weight gain, specific growth rate, feed conversion ratio, feed intake, or length gain. This study implies that 30 and 50% of fishmeal can be successfully replaced with black soldier fly larvae meal in aquaponics without affecting water quality or catfish growth performance. Therefore, using black soldier fly larvae meal should be promoted to increase African catfish production in aquaponics.Item type: Item , Access status: Open Access , Orthogonality Of Algebraic Elementary Operators When Their Numerical Ranges Are Spheroidal(Mathematical Analysis and its Contemporary Applications, 2025-06) Mwangi, Njoroge James; Okelo, Benard; Omoke, PriscahCharacterizations involving algebraic elementary operators have been done over the years, for instance, orthogonality when the operators are induced by other different types of transformations. In particular, algebraic elementary operators induced by norm-attainable maps have not been characterized in terms of orthogonality when their numerical ranges have spheroid boundaries. In this note, we characterize algebraic elementary operators in terms of Birkhoff-James orthogonality when they are induced by norm-attainable maps and the boundaries of their numerical ranges are spheroidal in shape. We show that under the pheroidicity criterion for the numerical range boundary, various types of algebraic elementary operators satisfy Birkhoff-James orthogonality.Item type: Item , Access status: Open Access , Integrating Technology into Teaching and Learning: Lessons from JOOUST(Commonwealth of Learning, 2025-10) Abeka, Silvance O.Until 2018, Jaramogi Oginga Odinga University of Science and Technology (JOOUST) provided traditional face-to-face lectures with minimal use of digital tools. Students had limited access to online resources, and faculty lacked skills and confidence in the use of digital pedagogy. This gap constrained flexibility, inclusiveness and resilience in teaching and learning, particularly during disruptions such as the Covid-19 pandemic. JOOUST, with support from the Commonwealth of Learning (COL), introduced technology-enabled learning (TEL). The TEL initiative focused on expanding the digital infrastructure, building capacity among faculty, giving students digital skills training and developing open educational resources (OER). TEL was embedded in institutional strategy, ensuring its long-term adoption beyond its introduction as an emergency response. The TEL initiative primarily targeted JOOUST faculty and students across all academic programmes. Faculty were trained in digital pedagogy and blended learning design, and students received orientations, tutorials and digital literacy support. The implementation of TEL required investments in bandwidth upgrades, a learning management system (LMS), called eJOOUST, subsidised data bundles and zero-rated platforms. Human resources included TEL champions, peer mentors and technical support staff. External resources included COL programmes such as C-DELTA and the Pressbooks open textbook initiative. JOOUST was one of the first universities in Kenya to adopt C-DELTA and develop an institutional open textbook platform. More than 280 faculty were trained in TEL, and over 80% of programmes adopted blended learning. Student engagement and flexibility improved, with 91% of students reporting better learning experiences. It takes time, mentorship and continuous capacity building, rather than one-off workshops, to adopt TEL. Student support is equally critical. Flexibility enhances inclusivity, and institutional partnerships and policies provide sustainability. Both faculty and students stated that TEL widened access, reduced costs and fostered resilience in teaching and learning. JOOUST faced several challenges, including limited connectivity, high data costs, faculty resistance to change and low digital literacy among students. Overcoming them required infrastructure investment, mentorship, student orientations and partnerships with COL and telecommunications providers. Sustainability is anchored in JOOUST’s Strategic Plan (2023–2028), so TEL will be futher institutionalised. Continuous faculty development, open textbook production and student digital leadership programmes will sustain the gains made to date. Partnerships with COL, the Kenya Network of Education (KENET) and regional networks will position JOOUST as a hub of TEL excellence in East Africa.Item type: Item , Access status: Open Access , To Investigate the Strength of Existing Information Security Policies among SACCOS in Kenya(International Journal of Science and Research (IJSR), 2019) Sirma, Jerotich; Abeka, Silvance O.; Okelo, BenardIn April 2016, Bandari Savings and Credit Cooperative Society lost Sh5 million through fraudulent ATM withdrawals (Nation Newspapers, April 8, 2016). These examples demonstrate weaknesses that may exist from security breaches and incidents caused by people, processes, and technology. Ministry of ICT and CAK are lacking specific Information Security Models tailored towards SACCOS in Kenya. This study therefore sought to assess the strength of existing information security policies among SACCOS in Kenya. The study adopted descriptive studies. The unit of observation was 135 SACCOS registered with SACCO Societies Regulatory Authority (SASRA) while the unit of analysis was 270 ICT personnel working in the 135 targeted SACCOS. The study targeted the SACCOS heads of IT department. The study used Nassiuma (2000) formula to get a sample size of 85 respondents. Purposive sampling was further used in selecting study participants in every SACCOS who were considered to be knowledgeable of the variables under study.The study utilized questionnaire as the survey instrument to collect both quantitative and qualitative data. The pilot study sample was drawn from Egerton University SACCO Society Ltd, Skyline SACCO Ltd, Boresha SACCO Society Ltd, Cosmopolitan SACCO Society Ltd and Wareng Teachers SACCO Society Ltd.The study adopted descriptive statistics. Descriptive data was presented by use of frequency tables. The study concluded that breaches among SACCOS for the last two years as a result of hacking incident, natural disaster, and damage by disgruntled employee have been somewhat insignificant. The study further concluded that security incidents and breaches are under reported. From the conclusion the study concluded that SACCOS need to reinforce training of its employees and strengthen their policies to achieve enhance information security. To ensure the security of information systems and data, financial institutions should have a sound information security program that identifies, measures, monitors, and manages potential risk exposure.Item type: Item , Access status: Open Access , To Assess How Teachers Use Physical Play Materials as a Pedagogical Approach in Teaching and Learning Literacy in Preprimary Schools in Kenya(International Journal of Education Humanities and Social Science, 2025-10-01) Onyango, Stephen Omondi; Odongo, Benson Charles; Owiko, Cleophas OwinoThe study investigates how teachers use physical play materials as a pedagogical approach in teaching and learning literacy in pre-primary schools. Anchored in John Dewey’s Progressive Theory of Education, the study emphasizes experiential learning through play. A review of literature highlights the role of physical play in enhancing children’s literacy skills such as letter recognition, vocabulary development, and phonemic awareness. The study aimed to assess teachers’ integration of physical play materials in early literacy instruction. A qualitative approach was adopted, using a phenomenological research design. The target population included ECDE sub-county coordinators, public primary school head teachers, pre-primary teachers, and lead teachers in Kisumu West Sub-County. Data were collected through in-depth interviews with the ECDE sub-county coordinator and head teachers, focus group discussions with pre-primary teachers, and classroom observation protocols for lead teachers. Ethical procedures were followed, including permissions from relevant authorities. Thematic analysis was used to interpret the data. Findings revealed that while teachers acknowledge the value of physical play materials, challenges such as limited resources and sufficient training hinder effective implementation. The study concludes that physical play is essential in literacy learning and recommends enhanced teacher training, provision of play resources, and supportive policies to strengthen play-based pedagogy.