Journal of Education and Learning (JEL) https://journals.editononline.com/index.php/jel <p><a href="https://journals.editononline.com/index.php/jel"><strong>Journal of Education and Learning (ISSN: 2958-1168)</strong></a> is a double-blind peer reviewed, open access, online Journal published by “<a href="https://editononline.com/"><strong>Editon Consortium Publishin</strong>g</a>”, East Africa, Kenya. The Journal publishes original scholarly research (empirical and theoretical), in form of case studies, reviews and analyses in education arts and sciences and related studies.</p> en-US editor@editononline.com (Editon Consortium Publishing) editor@editononline.com (Editon Consortium Publishing) Wed, 03 Jan 2024 00:00:00 +0000 OJS 3.3.0.15 http://blogs.law.harvard.edu/tech/rss 60 Influence of social media on risky sexual behaviours among undergraduate students: A case of Egerton and Kabarak main campuses in Nakuru County, Kenya https://journals.editononline.com/index.php/jel/article/view/523 <p>This study’s purpose was to assess the influence of social media on risky sexual behaviours among undergraduate students of main campuses in Nakuru County. Social Learning Theory by Albert Bandura and Person-Centred Theory by Carl Rogers guided the study. The study was carried out among 3<sup>rd</sup>, 4<sup>th</sup>, 5<sup>th</sup> and 6<sup>th</sup> year undergraduate students from main campuses in Nakuru County. The study adopted a correlational research design. The target population was 18570 undergraduate students. The accessible population was 8456 3<sup>rd</sup>, 4<sup>th</sup>, 5<sup>th</sup> and 6<sup>th</sup> year undergraduate students whose sample was 367. Simple random sampling technique was used to select the respondents. The study included a sample of 10 peer counsellors and 2 student counsellors from the Egerton University and Kabarak University main campuses who were selected through purposive sampling. Data were collected between November and December 2019 and obtained using questionnaire for undergraduate students, focus group discussions guide for peer counsellors and interview schedule for student counsellors. Validation of research instruments was done through peer and expert review and also through pilot testing which was done in Mount Kenya University (MKU) - Nakuru Campus. Both descriptive and inferential statistics were used to analyse quantitative data using SPSS Version 25 whereas the qualitative data was analysed thematically. The analysed data was presented in tables, graphs, and narratives. The researcher considered ethics of confidentiality and informed consent. The findings indicated that majority of students perceive that it’s not ok to watch pornography, send or receive sex messages to or from friends in social media. There is also sufficient evidence to conclude that majority of students perceive that it’s not their hobby to enjoy cybersex and do not perceive that online dating is the best way to get sexual partner.</p> Gladys Jerobon Kiptiony, Julius Kiprono Langat Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.editononline.com/index.php/jel/article/view/523 Fri, 07 Jun 2024 00:00:00 +0000 Contribution of critical thinking to effective learner transformation in teaching of Bible-based courses in chartered Christian universities in Nairobi County, Kenya https://journals.editononline.com/index.php/jel/article/view/533 <p>This paper aimed to assess the contribution of critical thinking in teaching Bible-based courses for learner transformation in charted Christian universities in Nairobi. Considerable resources have been allocated to train lecturers in using critical thinking in their teaching methods. However, there needs to be more knowledge regarding the actual impact of this training. Biblical worldview and transformative learning theory underpinned this study. Descriptive analysis was employed to establish the relationship between using critical thinking in teaching Bibe-based courses and learner transformation. A cross-sectional survey research design was used, specifically targeting 63 lecturers who teach Bible-based courses, and the response rate was 100 per cent. The census method was used. Further, regression analysis was employed to examine the relationship between the variables at a significant level of 0.05. There was a significant relationship between critical thinking and learner transformation. This suggested that using essential thinking would lead to the learners' growth in Christian identity as critical thinking in the learning process supports learners in being analytical and rational. It allows students to actively explore, examine, and generate ideas within real-world scenarios significant to the learners. Christian Higher Education aims to produce morally transformed graduates with a Christian identity as agents of societal change. The researcher recommends that Christian Higher Education adopt critical thinking for their learners' knowledge, behaviour, skills, and attitude change.</p> Margaret Wambui Muhia, John Kitur Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.editononline.com/index.php/jel/article/view/533 Fri, 21 Jun 2024 00:00:00 +0000