The Impact Of Double Intake Programmes On The Quality Of Education At The University Of Nairobi, Kenya

Abstract

The purpose of this study was to investigate the impact of double intake programmes on the quality of education in the University of Nairobi in Kenya. The study was guided by the following research objectives: equitable access to lecture halls, access and usage of ICT and library facilities, staff to student ratios and the support services and their impact on quality university education. This study was based on two theories; Abraham Maslow’s Hierarchy of Needs theory and the Herzberg’s Two-Factor Theory of Motivation. The study employed a descriptive survey design by administration of questionnaires, observation, document study and interviews. The target population of this study was the University of Nairobi, Kenya. The university had about 61,000 regular students enrolled to 43schools/faculties, 5,900 students in their fourth year of study and about 2,000 teaching staff. Probability sampling method which is a sampling method that relies on a random, or chance, selection method was used where simple random sampling technique for teaching staff and stratified random sampling of the students was done. The sample size was 251 fourth year students and 238 teaching staff, totaling to 489 respondents. Quantitative and qualitative data analysis methods were used with the aid of statistical package for social sciences (SPSS) version 26. The study found out that: most of the respondents did not consider that the university had equitable access to the lecture halls, access and usage of ICT facilities and the library was a challenge, staff numbers serving the students were insufficient and the support services were stained. The study recommends that: the university ensures provision of requisite infrastructure before introducing new academic programmes. The university should expand and maintain the ICT infrastructure to increase the use of technology in research and innovation. The university should increase the number of the staff whenever the number of students increases. Support services should be expanded to ensure effective service delivery for good quality of life. The study suggests that a similar research on the impact of the 100 percent transition from primary to secondary education be done in public secondary schools to compare the findings.