http://repository.kemu.ac.ke/handle/123456789/150 2026-04-21T01:58:24Z 2026-04-21T01:58:24Z Mbogo, Chao http://repository.kemu.ac.ke/handle/123456789/1105 2021-10-22T15:04:45Z 2019-03-01T00:00:00Z

A Structured Mentorship Model for Computer Science University Students in Kenya Mbogo, Chao The Kenyan university education system has been criticized for graduating students who are underprepared to meet the skills demand of the modern workplace, and who cannot formulate effective solutions to our most pressing socio-economic problems. To address the skills gap for Computer Science (CS) students, a structured 6-month mentorship program was designed to offer skills in personal and professional development, innovation, scholarship application, and community engagement. This paper presents the results of a mixed-method study comprising of 95 CS students from 12 Kenyan universities who have participated in the mentorship program since September 2016. The study examines if structured mentorship leads to successful upskilling for CS students. The findings indicate that at least 81% of the students in the mentorship program improve in skills such as innovation and professional preparedness. Results from this study demonstrate how CS education can be complemented with a structured mentorship model towards global competitiveness.

2019-03-01T00:00:00Z Mbogo, Chao Blake, Edwin Suleman, Hussein http://repository.kemu.ac.ke/handle/123456789/1087 2021-10-22T16:04:28Z 2014-01-01T00:00:00Z

INITIAL EVALUATION OF A MOBILE SCAFFOLDING APPLICATION THAT SEEKS TO SUPPORT NOVICE LEARNERS OF PROGRAMMING Mbogo, Chao; Blake, Edwin; Suleman, Hussein The aim of this paper is to explore the use of an application that scaffolds the constructions of programs on a mobile device. The application was developed to support novice learners of programming outside the classroom. This paper reports on results of a first experiment conducted to evaluate the mobile application. The main research questions are: (i) whether the use of the application is effective in supporting construction of programs on a mobile device; and (ii) how the learners experienced the use of the mobile application. Data was collected by task completion, video and audio recording, and a questionnaire. A total of 18 first-year learners of programming from two African universities took part in the experiment by participating in focus groups. Almost two thirds of the learners completed two out of three programming exercises using the mobile application, with all the learners completing the first program. The results of the study suggest that the students found the mobile application useful, as evident from high rating of its features. The results also consisted of feedback from the learners on features that would make the application more usable. The findings suggest that the use of a mobile scaffolding application may support novice learners of programming outside the classroom. The outcomes of these results lead to a clearer understanding of how to design a mobile application that scaffolds the construction of programs on a mobile device.

2014-01-01T00:00:00Z