Browsing by Author "Kibona, Isack E."

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Examination Seating Optimization Using Graph Coloring and Combinatorial Design
(ELSEVIER, 2026) Kibona, Isack E.; January, Jeremiah; Matimbwa, Hadija; Nchia, Edwin; Matungwa, William; Vuai, Said A.H.
This paper presents an optimization approach for exam seating in universities with limited infrastructure, based on a mixed-course allocation model. Students in different courses share rooms while maintaining spatial separation to improve academic integrity. The model incorporates a theoretical probability of interaction, which decreases as the number of mixed courses in a room increases. Using real data with 5175 students, the proposed model significantly improves upon the traditional method. Although the traditional approach required 35 rooms with a total capacity of 7269, the proposed model utilized only 12 large rooms, leaving 23 rooms unused and saving about 2475 seats. The unused space within the occupied rooms was minimal (approximately 29 seats), indicating near-optimal utilization. The invigilation requirement was reduced from at least 70 to 36, achieving nearly 50% savings. Small- enrollment and carryover courses are efficiently integrated and sorted. The model is formulated using graph coloring and combinatorial optimization, supported by a simple allocation algorithm
Pushing In Single Sex Schools for Enrichment of Both Enrolment and Gender Equity in STEM Careers.
(Discover Education, 2022-01-22) Kibona, Isack E.; Nkya, Henry E.
Background Quality education has been emphasized by the world Sustainable Development Goal 4 (SDG4) of the 17 goals the world set to achieve by 2030. According to the twenty-first century skills, quality education obliges to equip learners to compete in the twenty-first century job market. In addition to enriching enrolment in science, technology, engineering and mathematics (STEM), leveraging of gender equity is indispensable. Objectives This study revealed and processed data to guide education policy maker’s decisions that could ensure quality education. Thus, the study shall lead to shape educational practices leading to achieve SDG4 timelines. Methodology The authors studied results of the Certificate of Secondary Education Examination (CSEE) of 52 coeducations and six single-sex secondary schools in Mbeya city. Out of 52 co-education secondary schools, the researchers selected the best six secondary schools in performance and compared those to the six single-sex secondary schools. Results The study revealed that, the six single-sex schools outperformed co-education schools. In addition, single-sex schools were richer of girls’ enrolment than coeducation schools in STEM education. Although, coeducation schools leveraged gender equity in STEM performance, but there was an acute drop of number of number of girls in coeducation schools. Conclusion This study calls for awareness and seek for more insights into the acute girl’s school dropouts in best-performing coeducation schools, review of educational policies so that the world achieves SDG4 by 2030. Therefore, the study wide-opens that though challenged by many, single-sex schools are decent and remains an addition to achieve the SDG4.
Validation of COVID 19 Spread Model by Early Cases from Spain
(Matrix Science Pharma, 2020) Kibona, Isack E.; Ruhere, Jeremiah J.; Saria, Violet G.
This article intends to illustrate the coronavirus disease 2019 (COVID-19) model if strict restriction is not enforced. Early COVID-19 cases from Spain have been considered an example. Thus, this article is for the estimation of specific parameter particularly to one of the most hit countries in April 2020. Our essence is the possibility to spot a natural model of COVID-19. The cases between March 1 and 15, 2020 have been taken to validate and estimate the parameter of the model. Parameters were estimated by a nlinfit function from MATLAB developed by Levenberg–Marquardt, and thus, so is the reproduction number (R0 ). R0 was found greater than the unit, which is catastrophic. Cases of COVID-19 between March 1 and 15 have been chosen to validate the model because in this earlier stage of the pandemic, Spain restrictions against the spread were assumed not enough to impede the pace of natural spread to the pandemic. Had it not been the lockdown that followed after the mentioned dates, by April 15, 2020, Spain would have been in a more catastrophic situation by >3,400,000 COVID-19 infection cases far worse from 180,695 cases that happened