Navigating the Kisii University Student Portal: A Comprehensive Guide

Kisii University stands as a prestigious institution, widely recognized for its commitment to scholarship and service delivery. It plays a crucial role in the industrial and socio-economic transformation of communities through quality education, research, and innovative solutions. For students at Kisii University, the Student Portal is a vital online resource. It streamlines academic activities and provides access to online course registration, exam grades, fee structures, and other essential information. While the Kisii University student portal login is an essential tool for any student looking to access their academic records, course materials, and other important information, the process of logging into the portal can be overwhelming for some students. This guide offers a comprehensive overview of the Kisii University Student Portal, explaining its features and providing step-by-step instructions for using it effectively.

History of Kisii University

Kisii University College was founded in 1965 as a Primary Teachers Training College on a 61-acre piece of land donated by the County Council of Gusii. The college was upgraded to a Secondary Teachers College in 1983 to offer Diploma programs. In 1999, the Faculty of Commerce established the Bachelor of Business and Management program as its first degree program within the campus, running alongside the Post Graduate Diploma in Education (PGDE), which was phased out in 2001.

Accessing the Kisii University Student Portal

To access the Kisii University student portal, you need to have an internet connection. You can use a mobile phone, tablet, or computer that is connected to the internet. Logging into the Kisii University student portal might appear daunting, but it’s a process that requires only a few simple steps.

Step-by-Step Login Instructions

Open your web browser: Launch your preferred web browser (e.g., Chrome, Firefox, Safari).
Navigate to the Kisii University Student Portal: Enter the correct web address for the Kisii University Student Portal in your browser’s address bar.
Enter your Login Details: On the homepage, fill in your login details.
Username: Input your student number or employee number, depending on your status at the university.
Password: Enter your password.
Click the Login Button: After filling in your login details, click on the login button.
Successful Login: If you have inputted your login details correctly, you will instantly gain access to the Kisii University student portal.

Navigating the Portal

Once you have successfully logged in, you will have access to a variety of academic resources. These include course materials, academic records, and news updates from the university.

Key Features and Benefits of the Student Portal

The Kisii University Student Portal is a powerful tool that empowers students to manage their academic journey with ease. From online course registration to accessing exam grades and fee structures, the portal offers a range of features to enhance your educational experience.

Online Course Registration: Register for courses online, saving time and effort.
Access to Academic Records: View your academic transcript, grades, and other important records.
Fee Structure Information: Access up-to-date information on tuition fees and payment deadlines.
News and Announcements: Stay informed about important university news, events, and deadlines.
Course Materials: Access course syllabi, lecture notes, and other learning resources.

What to Do if You Forget Your Login Credentials

If you forget your login credentials for the Kisii University Student Portal, don’t worry. If you forget your password, don’t worry.

E-Resources and Their Accessibility

Dr. Mark W. Adequate accessibility and usage of electronic resources (e-resources) support and transform pedagogical process; although incorporation of e-resources in education has not reached optimum level. In accordance with International Federation of Library Associations (IFLA) (2015) research, e-resources are known as online information resources covering electronic reference books, search engines for full text-books and digital collections of data. These resources are accessed on internet connected devices such as computers, tablets, smart phones and so on.

Accessibility of E-Resources in Public Secondary Schools

A study was conducted to assess accessibility and usage of e-resources in learning of English Language in public secondary schools in Kakamega County, Kenya. The study found out that e-resources were inadequately accessed and used in learning of English Language due to insufficient: computer/internet skills, e-resource infrastructure and awareness of e-libraries programmes use in the curriculum. Based on the findings the study recommended that Ministry of Education (MOE) should provide adequate e-resources for use in schools; MOE in conjunction with Kenya Institute of Curriculum Development (KICD) should provide capacity building programmes on e-resources use regularly to teachers and school librarians. The study provided additional information in formulating policies which enhance use of e-resources in learning process.

The study of Miima (2014) observed that Kakamega County was one of the largest counties with many public schools equipped with e-resources. On the contrary, they were inadequately used in teaching and learning of Kiswahili language. Interestingly, the researcher did not come across any empirical evidence on use of e-resources in teaching and learning of English language in the county. Therefore, it was from this background that the present study assessed accessibility and usage of e-resources in learning of English language in public secondary schools in the county. The research was guided by components of Generic Model that was proposed by Wang (2008) and adopted descriptive survey design.

Available E-Resources

Table 1 indicated that internet connectivity (45%), photocopying machines (100%), scanners (65%), Wi-Fi /hotspots (32%) and internet café/computer LAN (29%) were accessible for use in public secondary schools. Internet connectivity, photocopying machines and scanners enhanced downloads process in the curriculum. However, internet connectivity, Wi-Fi/Hotspots and internet café/computer LAN were inadequately accessed for use by teachers. Photocopying machines (100%) were used very adequately followed by scanners (65%) in learning process. The respondents pointed that Wi-Fi increased learners engagement consequently allowed them to collaborate with peers from other schools. Therefore, this personalized instruction helped each learner excel at their own pace. It was noted that 49% of schools had invested in Wi - Fi technology whereas others encouraged students to bring their own devices. Alternatively, e-rate funding for schools enabled teachers and students to use Wi - Fi in education via desktops computers, laptops, tablets and other connected devices at a reduced cost. Public secondary schools in the county qualified for e-rate funding which covered the cost of internet access provided by cost effective company. Internet café/computer LAN enhanced sharing of resources such as printers, scanners, CD-ROM drives, hard discs and internet amongst other connected computers in a network. Computer laboratories and internet cafes in schools were used to provide internet to all connected computers. The above mentioned results agreed with Orenstein (2006), Lefuma (2017) and Jahejo (2021) observations. Orenstein focused on what one need to know about Wireless LAN whereas Jahejo targeted advantages and disadvantages of LAN.

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E-Resources in Teaching and Learning

English Teacher’s Questionnaire (ETQ) revealed e-resources that were mostly accessed in teaching and learning of English language. There was an improvement in comparison with Muvango et al., (2020) study whereby 50.7% teachers of English indicated CD - ROMs were available for use. Contrarily, e-images were never accessed in teaching and learning of English language. The use of internet search was below average except e-book readers which had slightly above average. These results agreed with Muvango, Kowino, Ajuoga and Okono (2020) research. This study and Muvango at al., (2020) study noted that most public secondary schools lacked funds to pay internet service providers. The results showed that e-books provided in a digital format for checkout via an internet browser, computer or e-book reader. The web interface allowed the teacher/learners to read the text. They also offered possibilities of linking to other resources, cross text searching and usage of dictionaries. The aforementioned e-resources were accessed in teaching and learning of different aspects of English language such as reading, writing, vocabulary development and grammar use. These results were in tandem with Sharndama (2013) study. However, he focused on application of ICTs in teaching and learning in large classes.

Table 2 showed that reference databases were least accessed whereas e-images were not utilized at all in teaching and learning process. The use of databases was inadequate consequently the quality of students’ writing was below expectations. Teachers were pessimistic about learners’ capacity in information search than the learners themselves. Digital reference services were one way to keep interaction with learners. Respondents suggested the reasons attributed to low usage of online database such as lack of awareness of e-resources, difficult user name and passwords to remember and insufficient time to access them. Provided habit building practice necessary for university/ college preparation. Therefore, to keep learners using reference databases, library staff must be aware with the latest environment where e-resource technology made teachers and learners comfortable to use services through online rather than traditional. Also, school administrators must improve library network such as LAN. The above results were in tandem with Avdic and Eklund (2010), Woodlawn (2020) and Nurul (2020) observations. However, Avdic and Eklund study used the Unified Theory of Acceptance and use of Technology (UTAUT) model and analyed results using comparison of median values.

Awareness of E-Resources

Learner’s Questionnaire (LQ) showed how learners were made aware of e-resources in schools. The results in Table 3 showed that learners were made aware of e-resources through library orientation/instruction (55%), classmates/friends (50%), teachers (70%), library staff (53%), library prefects (47%), library displays (43%), acquisition section (33%), institutions’ newsletter (39%) and parents (49%). Thus, library prefects, library displays, acquisition section, institutions’ newsletter and parents provided insufficient awareness of e-resources found in schools. This culminated in low access and utilization of e-materials by learners. These results agreed with Preeti and Navita (2021) and Obande, Osakwe, Ujakpa, Iyawa, Ikechukwu and Amunkete (2020) studies. However, Obande et al., (2020) study targeted awareness, availability and usability of e-resources. Although, full-text databases (41%), online databases (33%), smart boards (31%), power-points (30%), You Tube (21%) and video calls (9%) were inadequately used due to their low level of awareness by teachers. Generally, video call made without necessary bandwidth resulted in bad sound quality, low quality or jittery video. This influenced negatively searching, retrieval and storage of e-content. The above results were in tandem with Obande et al., (2020) research. They were accessed via World Wide Web (WWW). More so, full - text databases were a collection of data in a server or computer for easy access format that provided full - text document instead of just a citation typically in Portable Display Format (PDF) or Hyper - text Mark -up Language (HTML).

Frequency of E-Resource Usage

Principal’s Questionnaire (PQ) indicated how frequently e-resources were used in the schools libraries. In Table 5, 11 (10%), 21 (13%), 31 (23%), 18 (18%), 25 (23%) and 2 (3%) principals revealed that e-resources were used daily, weekly, fortnightly, monthly, termly and never at all in the schools libraries respectively. E-resources were inadequately used daily (10%), weekly (13%) fortnightly (23%) in the schools libraries. It was noted that e-library reduced congestion in traditional libraries. Due to growing dependence on the internet by teachers and learners for their information needs, school libraries must strive to provide e-materials required. For instance, in large classes, teachers could use e-library to facilitate teaching and learning process without necessarily going to the libraries. This also enabled learners to obtain library materials even at home. The principals pointed out that learners were referred to e-material in the library which they accessed at any time and place of convenient to them other than the classroom. They suggested enhancement of library application software for example Innovative Interfaces Incorporated Library System (INNOPAC) and Computerized Document System-Integrated Set for Information Systems (CDS-ISIS) for access of e-resources. These results agreed with the research of Sharndama (2013).

PQ showed conditions attached to use of e-resources in the library. 100% principals maintained that there were conditions attached to use of e-resources. However, it was reported that teachers and students wanted free access without to remember difficult/multiple passwords or login protocols. The results revealed that all individuals complied with the specific conditions for use of e-resources in the library. Breaches typically resulted in suspension of access to and use of e-resources. The conditions dictated proper behaviour and use of e-resources. They also gave learners the freedom to use e-resources without abusing the privilege.

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Computer Servers and School Networks

Computer servers were a type of computer that shared information with other computers. They could be computers, software programs or hardware. PQ demonstrated if schools had their own computer servers. The results revealed that 47 (43%) respondents suggested that there were computer servers in schools while 27 (25%) were unaware if schools had a computer server. 34 (32%) indicated that their schools did not have a computer server. The results established presence of inadequate computer servers in the public secondary schools. The ultimate function of the computer server was to receive, store and share data. Schools networks offered advantages such as fast access to information, improved collaboration, communication and convenient access to soft ware for teachers and learners. Generally, principals pointed out that a fully networked schools offered several benefits to students and teachers, such as:

i. Students collaborated on projects using network software applications (63%),

ii. Students shared files quickly and reliably whereby central printers were made accessible to learners conveniently (71%), and

iii. Consequently, they easily disseminated news and class project information to learners (63%).

Schools computers were networked with little fanfare. These results concurred with the observations of Mitchel (2021).

Internet Usage

LQ established how frequently learners used the internet technologies/facilities in learning of English language. They were expected to rate the usage in terms of daily, weekly, monthly and termly. It was indicated that 56 (15%), 74 (20%), 148 (40%) and 222 (60%) learners used internet technologies daily, weekly, monthly and termly in learning of English language respectively. There was insufficient use of internet daily (15%) weekly (20%) in the curriculum. Learners indicated that teachers had started utilizing the internet to facilitate teaching and learning process. Learners interacted with their teachers, parents and fellow learners at a distance. Sharing of e-content enabled them to collaborate with their teachers and fellow learners. This approach enhanced learner - centred activities in the classroom. The study showed that it was useful and at the same time respondents felt that there must be e-person near the OPAC to help in retrieving the required documents. In Web based OPAC, teachers and learners accessed e-resources from anywhere without going to the physical library. Materials in e-library were accessed at any time and place convenient to learners other than the classroom. Conversely, learners had inadequate up-to-date computers and internet facilities. The study found out that there was need to promote the usage of e-resources through internet technologies/facilities to enhance the quality of teaching and learning process.

Bandwidth was measured as the amount of data that transferred from one point to another within a network in specific amount of time. It was important factor when determining the quality and speed of a network or the internet connection. Bandwidth varied over time depending on use and network connections. Therefore, respondents found out the strength of internet bandwidth in their schools. From Table 6, 19 (13%), 47 (31%), 30 (20%), 18 (12%) and 22 (14%) teachers suggested that strength of their bandwidth was very good, good, poor, very poor and don’t know respectively. These results implied that the strength of bandwidth was limited very good (13%) good (31%) in schools. The study noted that broadband access in classrooms resulted in significant improvements in learners’ learning outcomes. They were mostly purchased from telecommunications companies. Speed might be high or low at different times of the day or under different circumstances. It is expressed in bits, megabits or gigabits per second. However, it was revealed that high capacit…

Requesting Transcripts

Transcripts are considered official when sent directly from your awarding institution to Nexford University (NXU). This guide will help you request your transcripts and other required documents to be sent to NXU.

Important Considerations:

Limited number of institutions are covered in the article.
Transcript application processes may change over time. Always verify the latest procedures with your former institution before submitting your request.

Mode of Delivery:

Both electronic and paper copies are accepted, but electronic transcripts are preferred.

General Steps for Transcript Application:

Payment:
- Evidence of payment of 600/KSh.
- Pay certification fee of 200KES /per copy of the document, and pay 500KES cost of forwarding.
- Pay the transcript fee of 2,000 KES via M-PESA and secure the proof of payment.
- The institution will provide information on the applicable fee and payment instructions.
Moi University: Provides free first-time certifications of transcripts if you already have your degree certificate and transcript. Payment must be made through the university's bank account.
M-PESA Payments: Pay the fee using the Paybill option via M-PESA.
Clear Outstanding Balances: Make sure your account has no outstanding balances. The first transcript request is processed free of charge. If a reissuance fee is required, you can make the payment using the M-PESA Paybill option.

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