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Kioko Ireri 《Journalism Practice》2017,11(8):1042-1061
The professional role conceptions of journalists have for many years remained a central strand in journalism studies. The present research investigates the professional role conceptions that Kenyan journalists perceive to be the most important in their work. Similarly, the professional role they consider the most important is further analyzed in relation to demographics (age, gender, education, contract type, media type, and media ownership). Findings from a national survey of 504 Kenyan journalists indicate that “providing citizens with information” is the most important role (61.3 percent), followed by “advocate for social change” (51.7 percent). The other major roles include to “support official policies” (46.9 percent), “motivate people to participate in civic activities” (45.6 percent), and “act as watchdog of government” (35.3 percent). The most important role—providing citizens with information—is backed across all demographics with a strong mean of 4.4 on a five-point scale ranging from 1 (“not important at all”) to 5 (“extremely important”). However, the difference of means across all the analyzed demographics are not statistically significant. 相似文献
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This study investigated girls’ attitudes towards science in Kenya. It was carried out with 120 girls from four secondary schools in the Eastern province of Kenya. These were an urban single-sex (SS) and co-educational (Co-Ed) school and a rural SS and Co-Ed school. Different schools were chosen in order to explore whether there are any differences in attitudes in SS and Co-Ed schools and in schools in rural and urban areas. The methodology included the use of both questionnaires and focus group interviews. The main aim was to gain insight into the extent and depth of students’ attitudes towards science. The findings of the study showed that the majority of Kenyan girls who participated in the study have a favourable attitude towards science. Girls in SS schools were found to have a more favourable attitude than those in Co-Ed schools, while girls in rural area schools were found to find science more relevant than those in urban schools. It emerged from this study that the attitudes of Kenyan girls are influenced by their perceptions of the relevance of science, enjoyment of studying science, perceptions of the suitability of science for a career, and their perceptions of subject difficulty. 相似文献
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