Effects of Double Intake on the Students' Welfare

1 UNIVERSITY OF KABIANGA
SCHOOL OF SCIENCE AND TECHNOLOGY
COURSE TITLE: COMMUNICATION SKILLS 2
COURSE CODE: IRD 102
TASK: RESEARCH ON EFFECTS OF DOUBLE INTAKE
ON THE WELFARE OF UNIVERSITY OF KABIANGA
STUDENTS
MEMBERS REG.NO PHONE NO SIGN
1. KIPKURUI NICHOLAS MIC/013/12 0708196452
2. PHELIX ODONGO MIC/004/12 0704698102
3. OGONDO JECTON MIC/019/12 0704166312
4. KIPKEMOI JOSPHAT MIC/046/12 0721800041
5. KIPTOO SORKWONY MIC/005/12 0711811421
6. KEMEI VINCENT MIC/045/12 0728331491
7. ASETO ZEDEKIAH MIC/026/12 0717118477
8. ELIJAH OKINYI MIC/014/12 0700102055
9. DENIS ONDIEK MIC/016/12 0714878389
10. MASAFU EVANS MIC/021/12 0701364667 PRESENTED TO: MR.PHILIP ZEAL CHEBUNET DATE: 06/05/2013

2 ABSTRACT
The aim of the research was on the effects of double intake on the welfare of students of
Kabianga University. Questionnaires, interview and photographs were used to collect the data regarding the research .The sample group were given questionnaires others, interviewed and observations made.
The data collected was then analyzed using bar graphs and pie charts and the findings showed that most of the students were not contented with services offered at the university as there were many challenges which came as a result of double intake .several different measures were then proposed to the concern parties so as to overcome the challenges faced at the universities.

3 ACKNOWLEDGEMENT
We have taken effects in this project. However, it would not have been possible without the kind support and help of many individuals. We would therefore like to extend our sincere thanks to all of them.
We are highly indebted to our lecturer Mr. Zeal Chebunet for his guidance and constant provision of necessary information regarding the project and also for his support in completing it. We would also like to acknowledge our group members for their cooperation as well as the
Kabianga university fraternity who gave us much attention and time. Our thanks and appreciation also goes to our college in developing the project.

4 Contents
ABSTRACT ................................................................................................................................................... 2
ACKNOWLEDGEMENT ................................................................................................................................. 3
CHAPTER 1.0: INTRODUCTION .................................................................................................................... 6
1.1Historical Background of topic ........................................................................................................... 6
1.2 RESEARCH PROBLEM ......................................................................................................................... 7
1.3 OBJECTIVES ....................................................................................................................................... 7
1.4 RESEARCH QUESTION ....................................................................................................................... 7
1.5 SIGNIFICANCE.................................................................................................................................... 8
1.6 LIMITATION ....................................................................................................................................... 8
CHAPTER 2 .................................................................................................................................................. 9
LITERATURE REVIEW ............................................................................................................................... 9
CHAPTER 3 ................................................................................................................................................ 10
RESEARCH DESIGN ................................................................................................................................... 10
Location of study. ................................................................................................................................. 10
Targeted population ............................................................................................................................. 10
Methods used ....................................................................................................................................... 10
Sampling techniques. ............................................................................................................................ 10
CHAPTER 4 ................................................................................................................................................ 11
Data presentation ..................................................................................................................................... 11
TABLE 1.1 . NUMBER OF STUDENT S WHO RESPONDET TO QUESTIONAIRES ...................................... 11
FIGURE 1.1. THE GRAPH SHOWING THE NUMBER OF STUDENTS WHO RESPONDED POSITIVELY AND
NEGATIVELY. ......................................................................................................................................... 12
TABLE 1.2 SHOWING THE NUMBER OF STUDENTS INTERVIEWED ....................................................... 13
CHART 1.2 SHOWING THE PERCENTAGE OF COMFORTABLE STUDENTS WITH THE FACILITIES OFFERED
AT THE UNIVERSITY. .............................................................................................................................. 15
4.2 DATA ANALYSIS ............................................................................................................................... 16
Analysis I ........................................................................................................................................... 16
Analysis II .......................................................................................................................................... 16
CHAPTER 5 ................................................................................................................................................ 17
Discussion of findings................................................................................................................................ 17
5.1 Library ............................................................................................................................................. 17 5 5.2 Hostels ............................................................................................................................................ 17
5.3 ICT centre ........................................................................................................................................ 18
5.4 Mess ................................................................................................................................................ 18
5.5 Laboratories .................................................................................................................................... 18
5.6 Lecture halls .................................................................................................................................... 18
5.7 Students lecturer ratio .................................................................................................................... 19
Recommendation ..................................................................................................................................... 20
CHAPTER 6 ................................................................................................................................................ 21
BIBLIOGRAPHY .......................................................................................................................................... 21
APPENDIX 2 ............................................................................................................................................... 23
QUASTIONNAIRES ..................................................................................................................................... 23

6 CHAPTER 1.0: INTRODUCTION
1.1Historical Background of topic
Double intake was started in 2011 after the direction of the higher education minister as a result of 2009 and 2010 where candidates were enrolled together at t he same time. Though this was meant to reduce the transition period, it came with changes to parents, students and other sector stake holders .Initially students who joined universities in the self sponsored module immediately after KCSE would be in their second year before the time their joint admissions board counterparts enrolled for first year.
Although double intake was meant to clear admission backlog which occurred in the 2010/2011 academic year not many are happy with the new development as they say only the enrollment has been increased with infrastructure and human resources still stagnated. Denis Ondiek and
Elijah Obila, students at Kabianga University said although double intake was welcomed little had been done to Marche the increased enrollment with the provision of infrastructure and other resource at the university. They said the resources were congested with some being overstretched beyond capacity.
The freshmen at university of Kabianga will have to learn on alternating basis with the students who reported in may 2012.And many will have to seek accommodation outside the university
.Kabianga has a bed capacity of 2400 against a population of at least 4000.Kabianga university is now mulling the logistics of admitting two shifts of students especially has there has not been substantial expansion of already strained infrastructure to match growing student numbers. As previously reported ,the university of Kabianga have now turned to private investors to help build new academic and residential facilities to cope with surging enrollment and expected numbers under the double intake plan.
Joint Admissions Board has announced it would admit one in three rather than one in four qualified school leavers to universities. This would help Kenya clear its admission backlog of
40000 students by 2015.But educationalists argue that absorbing a much larger number of students will backfire if not accompanied by a commensurate rise in funding to enable institutions expand educational and boarding infrastructure and hire extra lecturers. 7 1.2 RESEARCH PROBLEM
Double intake was meant to clear an admission backlog of 2009 and 2010 candidates, but many are not happy with the new introduction as they say only the enrolment has been increased, but the infrastructure and human resource still stagnated. 1.3 OBJECTIVES
1. To find out the effects of double intake to student welfare in university of kabianga.
2. To investigate the effect of double intake to the distribution of learning facilities in university of kabianga.
3. To examine the effects of double intake to the students lecturer ratio at university of kabianga.
4. To establish the solution to the problems arising due to double in university of kabianga. 1.4 RESEARCH QUESTION
1. What are the effects of double intake to student welfare in university of Kabianga?
2. What are the effects of double intake to the distribution of learning Facilities in University of kabianga? 3. What are the effects of double intake to the student lecture ratio at university of kabianga?
4. What are the solutions to the problems arising due to double intake in university of kabianga?

8 1.5 SIGNIFICANCE
>Research helps us to understand the effects of double intake to student welfare in university of kabianga >Research helps us know the effects of double intake to the distribution of learning material.
>Research enable us find the solution to the problem arising due to double intake.
>Research helps us know the effects of double intake to the student lecture ratio at university of kabianga. .

1.6 LIMITATION
1. Limited time for interviewing the student.
Due to the tight schedule in the university most student were having lectures, others rushing for their lunch to beat the time.
2. Tiresome.
Distance covered from one point to another looking for the respondents makes the researchers to be exhausted before completion of research.
3. Harsh respondents.
Some students were unfriendly to answer the questions the researchers were asking them as they simply makes jokes.
4. Lack of finance.
We find it difficult at times as some of the respondents require some amount So as to respond to the question.

9 CHAPTER 2
LITERATURE REVIEW
The political leadership on Kenya has been quoted in the recent past of its intention to increase student intake to public university through double intake .This statement meant that each public university will take higher number of students above the admission of previous years. This academic year 2011/2012 universities will be admitting 32,611students. This number is 8000 more than 24000 students admitted in the previous year[Daily Nation June 21,2011]this increase in student numbers will be done alongside. Upgrading and acquisition of tertiary colleges by public universities . In many cases acquired institutions switch to production of courses offered by universities at degree ,diploma and certificate levels. The effect is that universities are putting efforts in services outside their core function which should be production of the highest caliber of human capital for the society. The acquisition also imply production of fewer diploma and certificate holders and university space being occupied by students who should be admitted in other tertiary institutions .A study by Mwiria and Nyukuri [1994] on the management of double intake of students in 1990 at Kenyatta university .According to this study one of management changes took place at Kenyatta university to cope with the double intake .The first set of changes related to expansion of tution and boarding facilities throughout the year. The second set of changes related to the organisation of trisemester per year which necessitate the use of available resources, these measures also had negative consequences most notably lowering staff morale; lengthening of the period it takes students to complete their degree courses as well as lowering academic standard.

10

CHAPTER 3
RESEARCH DESIGN
Location of study.
The researchers conducted the research at university of Kabianga situated in Kericho County,
Kericho district Kabianga division, Mobego location.
Targeted population
The populations that were targeted are the students of university of Kabianga, teaching staff and non-teaching staff included.
Methods used
Various methods of data collection were used to collect the data, such methods are, Interviewing,
Questionnaires, Photographs and Observations to enable us to gather relevant information concerning the effects of double intake on the welfare of students of university of Kabianga.
Sampling techniques.
Simple random sampling techniques were used to obtain data, 90 students were interviewed and
180 other students were issued with questionnaires, the total sample numbers were 270 students.

11

CHAPTER 4
Data presentation
The data were presented using, Tables, Bar graphs, Pie-charts and photographs.
TABLE 1.1 . NUMBER OF STUDENT S WHO RESPONDET TO QUESTIONAIRES DISCIPLINE COMFORTABLE NOT COMFORTABLE
LIBRARY 50 100
HOSTEL 20 130
ICT 10 140
MESS 64 86
LABORATORY 78 72
LECTURE HALL 123 27
STUDENT LECTURER
RATIO
41 109

12

FIGURE 1.1. THE GRAPH SHOWING THE NUMBER OF STUDENTS WHO
RESPONDED POSITIVELY AND NEGATIVELY.

KEY COMFORTABLE STUDENTS. NOT COMFORTABLE STUDENTS.

0
20
40
60
80
100
120
140
160
LIBRARY HOSTELS ICT MESS LAB LECTURER
HALL
STUDENT
LECTURER
RATIO 13

TABLE 1.2 SHOWING THE NUMBER OF STUDENTS INTERVIEWED
DISCIPLINE COMFORTABLE NOT COMFORTABLE
LIBRARY 21 69
HOSTELS 10 80
I C T 29 61
MESS 50 40
LABORATORY 33 57
LECTURE HALL 60 30
STUDENT LECTURER
RATIO
27 63
TOTAL 230 400 CORRESPONDING ANGLE
COMFORTABLE NOT
COMFORTABLE
LIBRARY
LIBRARY. 69×360/400=62° HOSTEL 21×360/360=33° 80×360/400=72° ICT
HOSTEL. 61×360/400=55° LABORATORY
10×360/230=16° 57×360/400=51° MESS 14 ICT. 40×360/400=36° LECTURE HALL
29×360/230=45° 30×360/400=27° STUDENT LECTURE
RATIO
LABORATIRY 63×360/400=57°
33×360/230=52°
MESS
50×360/230=78°
LECTURE HALLS
60×360/360=94°
STUDENTS LECTURE RATIO
27×360/230=42°

15

CHART 1.2 SHOWING THE PERCENTAGE OF COMFORTABLE STUDENTS WITH
THE FACILITIES OFFERED AT THE UNIVERSITY.

PERCENTAGE OF COMFORTABLE STUDENTS
LIBRARY
HOSTEL
ICT
MESS
LABORATORY
LECTURE HALL
STUDIENT LECTURER RATIO
PERCENTAGE OF STUDENTS NOT
COMFORTABLE
LIBRARY
HOSTEL
ICT
MESS
LABORATORY
LECTURE HALLS 16 4.2 DATA ANALYSIS
Analysis I
From the graph we observe that most of the students were not comfortable with the services provided by library, hostels, ICT centre, mess, lecture halls and students lecturer ratio due to effects of double intake. On the other hand students were satisfied with the services provided in laboratories. Analysis II
From the pie-chart we deduce that most students were satisfied with services offered in the lecture halls and mess and the majority were not satisfied with services offered in hostels , library, students lecturer ratio, ICT centre and laboratory due to double intake.

17 CHAPTER 5
Discussion of findings
5.1 Library
The double intake has adversely affected the services rendered by the library to students. On e of the respondent gave the following reasons:
I. High number of students to book ratio
II. Inadequate space to accommodate all the students at ago.
III. Short lending period of books to students due to high demand of those books by most of the students.
IV. The rate at which the service is offered in the library is very slow due to large number of students.
5.2 Hostels
Due to double intake most of the students were not comfortable living in the hostels because of the following reasons;
I. Congestion-They complain that six students occupy one room yet the rooms are not spacious enough to accommodate them.
II. Insecurity-Most of the student’s properties are at risks due to untrustworthiness among the room mates
III. Hygiene-Due to overcrowding high hygienic standards are rarely attained as most of the students complain that diseases such as common cold were easily contracted once a roommate is a victim.

18 5.3 ICT centre
Due to double intake majority of the students were not able to access the ICT centre facility because of;
I. High number of students to computer ratio.
II. Inadequate space i.e. limited to accommodate many students.
III. Limited time given to students to access services of ICT centre.
IV. Unstable network-which was ever loaded with personal computers.
5.4 Mess
As a result of double intake according to our findings about the mess shows that the majority of students were not comfortable with the space and services offered due to;
I. Quality of food offered was poor because most of the students were complaining of stomach upsets. The poor quality of food offered is as a result of bulky cooking to cater huge number of students.
II. Longer period of time taken for one to get served.
III. Dining hall is not spacious enough to accommodate all the students at ago during meal hours. 5.5 Laboratories
Even though there was double intake most of the students could easily access the laboratories at ago during practical hours because it was spacious enough and well equipped with the facilities.
5.6 Lecture halls
Majority of the students were comfortable with the lecture halls because the double intake came with its positive effects that have led to constructions of more lecture halls

.

19 5.7 Students lecturer ratio
The numbers of students attending lectures are many compared to lecturers offering such services leading to lecturers having long working hours due to this some lecturers find it hard to attend all their schedule work, causing poor delivery to the students. We therefore concluded that double intake has greatly affected the welfare of students in University of Kabianga.The increased number of students is major concern since the facilities are limited for example congestion in the hostels makes the students uncomfortable. Double intake has also brought the quality of education under spotlight because of the students- lecturer ratio, accessibility to the library, ICT centre hence less research. The recreation facilities in the university are limited denying students better recreation activities hence the negative effects are more pronounce than the positive effects therefore affecting the welfare of the students.

20 Recommendation
From the above findings identified the research team could advice the concern parties to make necessary changes in the following areas.
Library: The University should build a well equipped modern library to enable student’s access all service they are in need of.
Hostels: The University should build more hostels to cater for students increased population and also invites the investors to build more structures to accommodate all students.
ICT centre: The University should build spacious ICT centre and increased the number of computer to boost student’s access to facilities.
Mess: The University should improve the quality of food offered to students and build spacious hall to accommodate them during meal hours.
Laboratories: Despite the fact that the student were satisfied with the laboratory services the university should build modern and well equipped.
Lecture halls: Though the students were satisfied with spaces in lecture halls the university should install projectors and sound propagating machines to enable students listen audibly to the lecturer. Student’s lecturer ratio: the university should employ more lecturers to reduce the work load the lecturers have been experiencing.

21 CHAPTER 6
BIBLIOGRAPHY
JAB(2011)”Despite the efforts by Jab officials to resume the students ,double intake programme is still on”.
Mathew,N.(2012)”Kamar wants double intake” in The star 3/01/2012.pg7.
Mwangi,J.(2011)”Increase in student numbers will be done alongside upgrading and acquisition of tertiary colleges by public universities” in The Daily Nation 21/06/2011.pg14.

22 APPENDIX 1
UNIVERSITY OF KABIANGA
P.O BOX 1
KABIANGA.

Dear respondents
RE: INTRODUCTORY LETTER As part of our course study requirement we as students of university of Kabianga pursuing degree courses in school of science and technology were mandated to administer questionnaires observe and interview as method of data collection to help us gather information concerning the effects of double intake on the welfare of University of Kabianga. We therefore request you to answer the questions in a true and genuine manner. All the information you will give us will be treated confidentially.
Thank you

23 APPENDIX 2
QUASTIONNAIRES
1. Are you comfortable with double intake?
2. Do you find any difficulty to access library facilities due to double intake? YES
NO If yes explains.......................................................................
3. Are the laboratories specious enough to accommodate all the science students? YES
NO
4. Are the laboratories well equipped to gather for all students taking science? YES NO
5. Are there enough lecture halls in this university? YES No
6. Are you comfortable with students lecture ratio? YES NO
7. Do lecture find easy to attend all schedule work? YES NO If No explains? ………………………………………………………………………………………………
.
8. Do all the university students have access to boarding facilities inside the university?
YES NO If No what size of the students dwell outside the university?
MANY FEW
9. How many are you living in one room? Are you comfortable with the number? YES NO if NO explains?
10. Is the food prepared in the mess enough to serve all the students? YES NO
11. Are there enough TV set in the university? YES NO
12. AS double intake has affected your duration in the university? YES NO
13. Is there ICT centre in the university? YES NO
14. Is ICT spacious enough to accommodate all students with their own computers together with school computers? YES NO
15. I you comfortable with time take to get served at the mess? YES NO

24 APPENDIX 3

CONGESTED HOSTELS ROOM
LIBRARY WITH LESS BOOKS AND NOT SPACIOUS 25

SMALL ICT LAB

Bibliography: JAB(2011)”Despite the efforts by Jab officials to resume the students ,double intake programme is still on” Mathew,N.(2012)”Kamar wants double intake” in The star 3/01/2012.pg7. Mwangi,J.(2011)”Increase in student numbers will be done alongside upgrading and acquisition