Publications by Christine Mueni Nzomo:

  1. Gitonga, C. M., Karuku, S., Asweto, C. O., Rugano, P., Nzomo, C. M., Ngicho, D. O., Saoke, V. O., & Mulonzi, B. M. (2026). Parental empowerment and engagement as predictors of foundational learning. Journal of Childhood, Education & Society, 7(2), 309-327. https://doi.org/10.37291/jces.591
  2. Gitonga, C. M., Karuku, S., Asweto, C. O., Rugano, P., Saoke, V. O., Mulonzi, B. M., Nzomo, C. M., Mwenda, E., & Ngicho, D. O. (2025). Determinants of parental engagement in early childhood education in Kenya. Discover Education, 5, 56. https://doi.org/10.1007/s44217-025-01059-4
  3. Saoke, V. O., Ndwiga, Z. N., Githaiga, P. W., Gitonga, C. M., Kubai, K. I., Nzomo, C. M., Mulonzi, B. M., & Ngicho, D. O. (2025). The relationship between teachers' planning and content delivery using the five-stage lesson plan structure: An analysis of age, gender, experience and academic qualifications in Kenya. European Journal of Education, 60(1), e70021. https://doi.org/10.1111/ejed.70021
  4. Nzomo, C. M., Rugano, P., & Njoroge, J. M. (2023). Relationship between inquiry-based learning and students' attitudes towards chemistry. International Journal of Evaluation and Research in Education (IJERE), 12(2), 991. https://doi.org/10.11591/ijere.v12i2.24165
  5. Nzomo, C., Rugano, P., Njoroge, M., & Gitonga, C. (2023). Inquiry-based learning and students' self-efficacy in chemistry among secondary schools in Kenya. Heliyon, 9(1), e12672. https://doi.org/10.1016/j.heliyon.2022.e12672

Thesis

Nzomo, C. M. (2023). Does inquiry-based learning approach in chemistry practical lessons affect students' attitudes and self-efficacy in chemistry? A case of Meru South Sub-County, Kenya. (Master's Thesis, University of Embu).