Kenyan Students Research Articles

Exploring the Impact of Swahili Literature Reading on Cognitive and Emotional Abilities Among Kenyan Students: Implications for Academic Performance in K-12

Swahili literature in Kenya represents a vibrant canvas of cultural expression deeply rooted in Arabic poetry and indigenous folklore. This essay explores the evolution and contemporary relevance of Swahili literature, tracing its journey from early oral traditions to modern literary forms. The discussion highlights the surge in Swahili literary publications over the past decade, underscoring its growing importance in both national and educational contexts. Specifically, the integration of Swahili literature into Kenyan K-12 education is examined, focusing on influential works like Ken Walibora’s "Siku Njema" and Dr. Assumpta K. Matei’s "Chozi la Heri," which tackles diverse themes such as social justice and human rights. Later, the cognitive effects of reading Swahili literature among Kenyan K-12 students are explored, drawing on studies that demonstrate enhanced cognitive skills and language proficiency resulting from literary engagement. These studies, including research by nurse Mwangi and educator at the Ministry of Home Affairs in Tanzania, M.K, highlight improvements in memory, attention, and problem-solving abilities, particularly beneficial for students from marginalised backgrounds. Neuroscientific evidence from a researcher at the Jaramogi Oginga Odinga University of Science and Technology Ochieng and Mwanyumba further illuminates how Swahili fiction stimulates brain regions associated with language processing and emotional regulation, contributing to academic readiness. Furthermore, the emotional impact of Swahili literature on students is explored through studies by author of children literature Pamela M Ngugi and Flavia Aiello Traore, which emphasise heightened emotional intelligence, empathy, and cultural understanding among readers. These emotional responses not only enrich students' personal development but also

Collaborative learning and persistence in music education: Examining music self-perception as a mediator among adolescent students

Declining enrolments and low persistence in music education are universal concerns among music educators. Identifying social-cognitive constructs that might be predictive of adolescent student persistence may assist in the development of interventions aimed at promoting persistence in music education in a global context. Using quantitative measures, this study considers the relationships between collaborative learning, music self-perception and perceived task persistence among secondary music students in Kenya. Collaborative learning has been shown to effectively enhance students’ engagement by exposing them to diverse opinions and perspectives, which stimulates learning, persistence and performance. Positive music self-perception enhances students’ confidence, motivation and determination. However, peer appraisals and comparisons during collaborative learning may impact students’ music self-perception and how they are perceived by their peers, which consequently reflects on their learning behaviour. Results from multiple regression analyses revealed that collaborative learning and music self-perception had significant positive predictive values for perceived task persistence. The two variables jointly accounted for approximately 17% of the variance in perceived task persistence. Mediation analyses using PROCESS revealed that music self-perception partially mediates the relationship between collaborative learning and perceived task persistence.

Building Resilience Among College Students: A Cross-Cultural Investigation on the Importance of Quality Crisis Communication and Social Support

Building on job demands-resources (JD-R model) and the social support theory, this study investigates how perceived quality of crisis communication and social support influence perceived uncertainties, emotional exhaustion, and resilience among college students in Kenya and the United States during the COVID-19 crisis. Data were collected using a survey (N= 394). The results indicate that higher perceived quality of crisis communication is associated with lower perceived uncertainties about the COVID-19 crisis. Both peer and advisor support are found to reduce students' perceived uncertainties. Notably, Kenyan students reported receiving more peer support compared to American students, while American students reported higher levels of advisor support. Additionally, perceived uncertainties mediated the relationship between advisor support and emotional exhaustion. Contrary to expectations, organizational intransigence did not moderate the relationship between social support and perceived uncertainties. Finally, a positive association was observed between perceived quality of crisis communication and resilience among students. These findings suggest the importance of effective crisis communication and social support in fostering resilience among students, with implications for both policy and practice across different cultural contexts.

Determinants of Self–perceived Employability of University Students in Kenya: An Empirical Approach

Determinants of Self–perceived Employability of University Students in Kenya: An Empirical Approach

Mattering And Satisfaction with Life: Gender and Age Differences Among Kenyan Secondary School Students

This study examined how mattering related with satisfaction with school life among secondary school students in Kenya (N= 446, M = 17.40, SD = 1.22; 55.8 % Male). Age and gender differences were also explored. Mattering had a moderate correlation with school life satisfaction. Both age and mattering explained 11 % variance in satisfaction with school life. Age and gender did not moderate the prediction of satisfaction with school life by mattering. The relationship was similar for middle and late adolescent students, but prediction was only significant among the middle adolescent group. No significant gender differences were reported among the study variables. The findings suggest that when students feel important and when their age is taken into account, they are more likely to have higher levels of satisfaction with their school experience.

Knowledge and the Extent of Integration of Climate Change and Adaptation at Universities in Kenya

Purpose: This study investigated levels of awareness on climate change in five public universities in Kenya. The study aimed at assessing levels of knowledge on climate change issues among lecturers and students and documenting levels of access to information on climate change among lecturers and students. Methodology: The study adopted a survey design. The population for the study consisted of 200 hundred undergraduates and lecturers. Data was analysed using both descriptive (frequency counts, percentages, means and standard deviations) and inferential statistics (Chi-square test) and presented in forms of charts and graphs. Findings: The results showed that teaching staff and students possessed high level of awareness on the concept of climate change, have access to the sources of information and factors of personal experience, public sources and education greatly influence their awareness. There was a statistically significant association between years teaching at the University (Chi-Sq. = 72.844, DF = 3, P-Value = 0.000) and integration of climate change in the courses taught. However, we found no association between gender (Chi-Sq. = 2.534, DF = 1, P-Value = 0.111) and University (Chi-Sq. = 1.279, DF = 4, P-Value = 0.865) where a lecturer was teaching in terms of integration of climate change in the courses taught. Unique Contributions to Theory, Practice and Policy: These findings indicate the teaching staff and students in Kenya have a widespread awareness of climate change and its immediate threat to human society, while knowledge of how to deal with the challenge due to climate change is still limited. Almost half the respondents believed climate change would result in impacts on human life. Nevertheless, the teaching staff and students need regular capacity development on climate change effects and in turn upscale the knowledge to the wider society.

Knowledge and the Extent of Integration of Climate Change and Adapta-tion at Universities in Kenya

Purpose: This study investigated levels of awareness on climate change in five public universities in Kenya. The study aimed at assessing levels of knowledge on climate change issues among lecturers and students and documenting levels of access to information on climate change among lecturers and students. Methodology: The study adopted a survey design. The population for the study consisted of 200 hundred undergraduates and lecturers. Data was analysed using both descriptive (frequency counts, percentages, means and standard deviations) and inferential statistics (Chi-square test) and presented in forms of charts and graphs. Findings: The results showed that teaching staff and students possessed high level of awareness on the concept of climate change, have access to the sources of information and factors of personal experience, public sources and education greatly influence their awareness. There was a statistically significant association between years teaching at the University (Chi-Sq. = 72.844, DF = 3, P-Value = 0.000) and integration of climate change in the courses taught. However, we found no association between gender (Chi-Sq. = 2.534, DF = 1, P-Value = 0.111) and University (Chi-Sq. = 1.279, DF = 4, P-Value = 0.865) where a lecturer was teaching in terms of integration of climate change in the courses taught. Unique Contributions to Theory, Policy and Practice: These findings indicate the teaching staff and students in Kenya have a widespread awareness of climate change and its immediate threat to human society, while knowledge of how to deal with the challenge due to climate change is still limited. Almost half the respondents believed climate change would result in impacts on human life. Nevertheless, the teaching staff and students need regular capacity development on climate change effects and in turn upscale the knowledge to the wider society.

Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya

This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = -.39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.

Factors influencing contact lenses uptake among school-going children and teenagers with myopia attending selected eye clinics in Kenya

ObjectiveContact lens (CL) use for myopia correction among children and teenagers has become a focal point of global interest. Yet, spectacles remain dominant for vision correction in this age group. This study investigated the factors affecting CL uptake among myopic school-going children and teenagers attending Kenyan eye clinics. Study DesignCross-sectional study. MethodsA survey conducted across 13 Kenyan eye clinics, involving myopic participants aged 8–19 years. Data collection employed a mixed-method using validated semi-structured questionnaires that also included a 3-level Likert scale to elicit responses regarding factors that influenced the uptake of CLs. Analysis techniques included descriptive statistics, chi-square, and Cramer's V. Results85 participants, with a mean age of 13.4 ± 2.1 years, who were more of females (54.1%) were included in the study. While CL uptake was low (17.6%), spectacles remained the preferred myopia correction method among the participants. Factors favoring CL preference were appropriate visual clarity with CL (59%), enhanced self-esteem and social acceptance (64%). Major barriers to CL uptake were fear of eye injuries (60%), limited CL knowledge (55%), and fewer CL professionals (48%). Eye care professionals were the primary CL information source. A weak association was observed between spectacles’ perceived bulkiness and CL uptake (Cramer's V: 0.223, p = 0.121). However, vision clarity (Cramer's V: 0.387, p = 0.002) and social acceptance (Cramer's V: 0.351, p = 0.005) showed stronger associations with CL uptake in children and teenagers in the study. ConclusionWhile information gaps and limited professional availability hinder CL uptake among Kenyan students, benefits like better vision clarity and improved social acceptance promote their use. Efforts to address information gaps and highlight CL advantages are recommended to foster broader acceptance.

Development of an online teaching platform to improve access to postgraduate pathology training in sub-Saharan Africa.

Resource barriers to the provision of accessible training in cancer diagnosis in lower- and middle-income countries (LMICs) limit the potential of African health systems. Long-term provision via teaching visits from senior pathologists and trainee foreign placements is unsustainable due to the prohibitive costs of travel and subsistence. Emerging eLearning methods would allow pathologists to be trained by experts in a cheaper, more efficient, and more scalable way. This study aimed to develop an online teaching platform, starting with hematopathology, for trainee pathologists in sub-Saharan Africa, initially in Nairobi, Kenya, and Lusaka, Zambia. Course materials were prepared for both Canvas and the Zoom eLearning platforms using digitally scanned slides of lymph nodes and bone marrow trephines. Initial in-person visits were made to each site to establish trainee rapport and maximize engagement, evaluate different methods and course content, and obtain feedback to develop the project. The knowledge of trainees before and after course completion was used to measure initial effectiveness. Online teaching with the preferred platform is to be continued for 1 year before re-evaluation for long-term effectiveness. Canvas was selected as the preferred delivery platform as it is freely available and has good functionality to support all required tasks. Face-to-face teaching was considered optimal to establish the initial rapport necessary to maximize subsequent engagement with online teaching. Challenges have included sub-optimal internet speeds and connections and scheduling issues. Weekly online hematopathology teaching sessions using live image capture microscope sessions, Zoom, and Canvas have been delivered to students in Kenya and Zambia, with good attendance and interaction in case discussions. Our team has successfully designed and delivered an online training program in hematopathology to trainee pathologists in Kenya and Zambia, which has been ongoing for over a year. This project is now being scaled to other sub-Saharan countries and other sub-specialties.

The Nature of Television and Radio Programs and Their Influence in the Growth of Kiswahili among University Students in Kenya

Purpose: This paper traces the place of the nature of programmes in Kenyan media and their influence on Kiswahili growth among university students studying journalism in Kenyan universities. Three fundamental concerns were on focus here; Length of programs; language in programs and the type of Programs.
 Methodology: The study used mixed method design to obtain qualitative and quantitative data. It targeted University students sampled from 4 public Universities in Nairobi County. A sample size of 327 students was used. Focus group discussions involving 32 participants were also involved. Four Swahili experts were interviewed to get expert opinion. Multi-stage sampling design was used to select the sample for the survey. This sampling technique was appropriate because the study sample was selected in stages using stratified random sampling and simple random sampling technique. Purposive sampling was used to collect qualitative data. The tools used to collect data were questionnaire for quantitative data, interview schedule for key informants and interview guide for focus group discussions. These were to help to assess the influence of the nature of programmes in media organizations on the growth of Kiswahili among university students in Kenya. The study triangulated quantitative and qualitative data to give results shared in this paper. Data was then analyzed using SPSS (version 20) statistical program. Inferential statistics used were descriptive, correlation regression and ANOVA. Data was presented using tables.
 Findings: Findings show that nature of programmes has a significant effect on the growth of Kiswahili.For instance, majority of the respondents agreed that the length of Swahili programs in media have made them develop positive attitude toward Kiswahili. Additionally, they agreed that the nature of language used in presenting Swahili programmes makes them use correct grammar. The study also noted that the respondents agreed that the types of programs have significant influence on their Swahili vocabulary.
 Unique Contribution to Theory, Practice and Policy: Social Learning Theory posits that learning takes place in a social context through observation or direct instruction. People learn the tenets of language through these various types of programmes which carry instructions and are observable. For the Behaviorist Theory of Language Development focus is on objectively observable behaviors where learning is acquired based on environmental conditions (McLeod, 2016). Language acquisition, use and growth has been as a result of emulating what is going on around the learner. The Cultivation theory that suggests television is responsible for shaping or cultivating viewer conceptions of social reality has it that TV viewing affects the language development of children through role modeling where children always want to behave like the characters they see and end up developing language aspects such as pronunciation, intonations and vocabulary like those of the TV and Radio presenter believing that that is the way the world is.For practice and policy media literacy to practitioners has been found to be a necessary educational tool for them to understand the type of media content to interact with if they have to grow their language capabilities. There is need to increase knowledge of risks involved in use of hybrid Kiswahili. While this is so language policy should encompass organizing workshops and seminars for the youth to sensitize them on proper language.

Clinical experiences of RN to BScN nursing students in Kenyan universities

Introduction and objective: Clinical learning environments play a great role in nursing training as they allow nursing students to develop their clinical skills by combining cognitive, psychomotor and affective skills. Consequently, clinical learning environments enable nursing students to bridge the theory-practice gap. Fewer studies have examined the clinical experiences of RN to BScN students in Kenya. This paper is part of analytical memo of a larger PhD study that sought to explore and describe the support needs of RN to BScN students in Kenyan universities. The paper focuses on clinical experiences of RN to BScN students.Methods: Using a qualitative phenomenological approach, ten focus group discussions were conducted with 100 RN to BScN students, purposively sampled from four universities in Kenya. Data were analyzed using Tesch’s data analysis protocol. The article has adhered to Consolidated criteria for reporting qualitative studies.Results: The data on RN to BScN students’ clinical experience revealed two themes: curriculum challenges and practice environment and six sub-themes: redundant learning outcomes, redundant clinical assessments, not acknowledging prior learning, lack of clinical supervision, lack of learning resources and “an extra pair of hands”.Conclusions: The study findings highlight the need for review of clinical learning outcomes for the RN to BScN students in Kenya. The findings emphasize the need for collaborative partnerships between universities, clinical learning environments, nurse educators, and policy makers, to design of clinical learning outcomes relevant to RN to BScN students in Kenya.

Career Guidance and Counseling Services for Virtual and Open Learning and its Impact on the Preservation of Post-Graduate Students in Kenyatta University, Kenya

The purpose of the study was to assess the impact of career guidance and counseling services for VOL on the preservation of post-graduate students in Kenyatta University, Kenya. This study used a descriptive survey approach that included quantitative and qualitative methods of data collection and analysis. The study’s population comprised two groups. The first group comprised all 8 director and assistant directors of student affairs in Kenyatta University VOL Centres. The second group comprised all the 2156 finalist students enrolled for the VOL programme who are the most familiar with the challenges experienced by VOL students and from whom it was possible to obtain the record of students who may have dropped out. The study used a census approach to sample all 8 director and assistant directors of student affairs, while the Fisher's method was used to calculate the size of the postgraduate finalist sample. Original data was used in the study. After editing the quantitative data, handling void responses, coding, and categorizing the data, the information was imported into SPSS version 22 for analysis. The study found that career counseling and guidance services for VOL improved postgraduate student retention. This was demonstrated by a significant correlation r coefficient of 0.758. Specifically, the study concluded that career guidance and counseling influenced the retention of post-graduate students in Kenya’s public universities. The study also concluded that student retention was influenced in the form of receiving encouragement to persist until they graduate, being encouraged to stay until completion of the academic degree, and receiving motivation to complete the course within the set period. According to the research's findings, the Ministry of Education’s state Department of Higher Education should institutionalize guidance and counseling as mandatory student support services in Virtual and Open Learning (VOL). The research also suggests that the Kenyan government form strategic alliances with social institutions that would allow public learning institutions to easily access career guidance and counseling services as a student support service.

Harnessing information communication and technology in enhancing One Health interventions among the university students in Kenya

Abstract Multidisciplinary One Health (OH) collaboration coupled with information communication and technology provides an avenue for combating and avoiding emerging and reemerging diseases. In 2020, AFROHUN-Kenya organized a OH App development hackathon to build an application for frontline community health workers to respond to OH challenges. This article describes the purpose, process, benefits and challenges of this hackathon. Forty-nine participants, divided into eight groups took part in the hackathon. The teams ranged from four to eight members, with 55% female. A total of eight applications were developed during the hackathon all of which are in the process of patenting, before deployment as open-source applications. In the post-hackathon survey, 95% of participants indicated that they had a better grasp of the topic because of the team members’ diverse perspectives and that working in multidisciplinary teams had resulted in new friendships and partnerships. In total, 72% of respondents indicated they would be interested in participating in another hackathon. However, 65% of the respondents suggested that the training time be lengthened. This study demonstrates that multidisciplinary hackathons effectively enhance learning, significantly impact communities and improve students’ soft skills, including project and time management, interpersonal communication, motivational strategies and problem-solving.

The effect of emergency obstetric and newborn care training interventions on knowledge and skills of midwifery students prior to graduation in Kenya: A quasi-experimental study using a non-randomised controlled study design

IntroductionImproving access to emergency obstetric and newborn care (EmONC) improves maternal and newborn health. However, there is evidence that the pre-service midwifery training curriculum is deficient in developing countries. PurposeThis study measured the effectiveness of pre-service Emergency obstetric care training intervention package on the knowledge and skills of final year midwifery students in Kenya. MethodsThe study was a quasi-experimental controlled trial (ISRCTN 74563398) with one control and two intervention arms (full and partial), involving 12 Kenya Medical Training Colleges (KMTCs) and 381 final year midwifery students. Intervention arms’ KMTCs received EmONC skills training equipment, training of lecturers on teaching methods, EmONC and clinical supervision skills, (and 12 months of mentoring for full intervention arm). Control arm KMTCs had no intervention. Students’ knowledge and practical skills scores 12 months after the bundle of interventions were analysed using mixed effects linear models. ResultsA statistically significant difference was detected between the study arms for the practical skills test (p < 0.001) but not for the knowledge test (p = 0.23). The odds of achieving scores of 80 % or higher in the knowledge test was significantly higher in the full intervention group A compared to the control group OR 3.2 (1.1 – 9.8), p < 0.05. The scores in the skills tests were significantly higher in the intervention groups A and B compared to the control group 14.5 (4.2 – 24.9), p < 0.001 and 24.9 (14.5–35.2) respectively. ConclusionThe pre-service EmONC intervention package was effective in improving the knowledge and skills of final year midwifery students.

Delinquency among University Students and Parenting Attitudes in Kenya

Despite the heavy investment in education that the Kenya Government makes each year, delinquent behavior among University students continue to affect the goals of effective training and skill building. This undermines efforts at poverty alleviation and wealth creation in the country. Emerging evidence suggests that there is a correlation between University students’ demeanor and parenting behaviour in Kenya today. At a tender age of 17 many young people are thrust into the independent University world and left to fend for themselves emotionally and even physically. This invariably leads to delinquent behavior such as drug abuse and prostitution. Studies in Kenya have not fully explored the effects of parental attitude, behavior as well as the family structure on adolescent delinquent behavior. To fill this gap in knowledge, he current study has sought to explore the relationship between parental behavior, attitudes and delinquent behavior among University students in Kenya. This study has adopted a correlational study design as well as a desk review methodology. The paper recommends that family-centric intervention measures be put in place. Factors such as sensitization on the critical role the that the family structure plays in combating delinquency, strengthening of the parental role, discouraging divorce and encouraging parental involvement in the education of their children in the University must remain central.

Experiences in learning research methods: Recommendations from undergraduate nursing students at two African universities

BackgroundGlobally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities. MethodsThe study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries. ResultsThe nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon. ConclusionThe participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.

Mediation of Mindsets in the Relationship Between Perceived Parental Psychological Control and Learned Helplessness Among Secondary School Students in Kenya

Mediation of Mindsets in the Relationship Between Perceived Parental Psychological Control and Learned Helplessness Among Secondary School Students in Kenya

Social Dynamics in Academic Pathways: A Comprehensive Study of Social Influences on University Program Selection in Kenya

In the dynamic context of Kenyan higher education plus the ever-changing career landscape, the career selection decision-making process regarding university program or course is not only critical but also complex. Failure to make an informed career choice hampers the student’s proper formation of self-esteem into adult life. Hence the need for this study that addresses the gap in understanding the social dynamics influencing Kenyan students’ educational choices, set against an evolving educational landscape. The study is anchored on Ginzberg’s Developmental Theory, Bandura’s Social Learning Theory, and Super’s Self-Concept Theory. The research provides a multifaceted perspective on how students navigate their academic pathways. Surveying 200 undergraduate students at Kibabii University, Kenya, the study employed a descriptive correlational design, integrating both descriptive and inferential statistical analyses to explore the influence of peers, family, teachers, and media. The results indicated that a higher percentage of female students (22%) than male students (12%) make this decision at primary school age. The decision-making is fairly distributed across different stages of secondary education, with the most decisive phase being after secondary school, where 34% of males and 26% of females make their choice. Interestingly, an equal percentage (15%) of both genders report that their decision emerged slowly over time. Further findings indicate a significant impact of peers on program selection, signifying a peer-oriented approach in students’ decision-making. In contrast, parental influence is identified as a major determinant in the timing of these decisions, highlighting the critical role of family in the Kenyan educational setting. These results not only contribute to a nuanced understanding of academic decision-making in Kenya but also underscore the importance of considering these social factors in educational counseling and policy formulation. The study bridges a crucial research gap and provides insights pivotal for educators, counselors, and policymakers, emphasizing the need for comprehensive guidance strategies that accommodate these social influences.

The Impact of COVID-19 on Completion of PhD Programmes in Public and Private Universities: Experiences of Supervisors and Graduate Students in Kenya

This research aimed to establish the psychosocial, social and economic impact of COVID-19 on the supervision and writing of dissertations in Kenyan universities. The study adopted a mixed-method design incorporating quantitative as well as qualitative approaches. A total of 40 questionnaires were distributed, 30 to doctoral students and 10 to doctoral supervisors from both public and private universities. The questionnaires included both structured questions as well as unstructured questions. The questionnaire was used to ascertain the influence of the pandemic on many sectors, including education, more specifically, the doctoral dissertation writing and supervision process. This study was guided by the following research questions: What are the psychological impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the social impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? What are the economic impacts of COVID-19 on dissertation writing and supervision in completing a PhD in both public and private universities in Kenya? The study found that the pandemic affected students’ completion rates as it affected both the students, supervisors and the universities. While this crisis had profoundly disruptive educational implications, it did not begin with predetermined outcomes. The nature of communities’ and nations’ collective and systemic responses to these disruptions determined the extent to which people were affected by them.