COMMUNITY SERVICE L

KISW002

Enock kinyua 6/20/26 KISW002

TABLE OF CONTENT

1 Introduction ............................................................

.2 Research Design .........................................................

3 Study Area ..............................................................

4 Presentation of Findings ...............................................

5 Analysis of Findings ....................................................
6 Discussion of Findings .................................................

7 Conclusions .............................................................
8 Recommendations ........................................................

9Appendix I: Questionnaire ..................................................

10Appendix II: Interview Guide ...............................................

COMMUNITY SERVICE-LEARNING GROUP ASSIRNMENT

NAME ASSESSMENT COMBINATION

NO
1 ENOCK MUTUMA KINYUA TA70746616 KISW/HIST
. 3
2 BRENDA WANYONYI TA70746632 KISW/
. 0 THM&FILM
3 JULIUS LEKULEIYA TA70746580 KISW/MEDIA
. 6
4 RASHID ALI TA70746614 KISW/HIST
. 8
5 MERCY MUTHEU TA70746621 KISW/HIST
. 3

1
8.2.1 Step 1: Assigning Roles and Understanding the Project

MEMBER ROLE RESPONSIBILITY

Enock Kinyua Team leader Coordinates projects
activities
Brenda Wanyonyi Secretary Records meetings and
prepares reports
Julius Lekureiya Tech guy Taking all photos, videos
and organizing the digital
evidence
Rashid Ali Organizer Planning and organizing
activities
Mercy Mutheu Monitoring and Tracks projects progress
evaluation officer

8.2.2 Step 2: Identifying the Project Gap in the Community

a) Challenges Observed in the Community

 Digital misinformation affecting civic participation in the

community.
 Spread of misinformation through social media.
 Limited knowledge of online safety and cybersecurity.
 Poor use of digital tools for learning and communication.
 Limited access to reliable digital information.
 Cyberbullying and irresponsible online behavior.

b) Selected Challenge

Digital misinformation affecting civic participation in the community

Reasons for Selection

 Reduces informed decision making.

 Influences public opinion negatively.
 Promotes conflict and division.
 Need for digital literacy skills
 Spread of confusion and distract.
 Discourages active civic engagement.

c) Project Title
"Combating digital misinformation to promote responsible
citizenship among students"

d) Short Description of the Problem

2
Many students in our school community use phones and social media to
get information. However, people easily share fake news, unverified
rumors and lies online. This digital misinformation confuses students and
makes them argue based on wrong facts. It stops them from participating
nicely in school activities and choosing leaders wisely.

Our group wants to stop this by teaching students how to spot fake news.
This will help them think carefully before sharing any information online.
By doing this, we will build a peaceful school community where everyone
acts responsibly.

e) Nature and Extent of the problem

Nature: the problem is the widespread circulation of fake news, altered

media graphics and unverified information shared across social platforms
like WhatsApp within our school community. This false news distorts
school issues and triggers unnecessary conflicts among peers.

Extent: this problem touches nearly the entire student population

because smartphones ownership and group charts participation are
extremely high. Rumors spread to multiple people within minutes, which
has recently caused noticeable drops in orderly student assembly
participation, disrupted group projects and mistrust among peer student
representations.

8.2.3 Step 3: Designing an Intervention

a) Possible Interventions

 Digital literacy training workshops.

 Awareness campaigns on online safety.
 Demonstrations on the use of digital tools and applications.
 Training on identifying misinformation and fake news.
 Distribution of digital literacy brochures and posters.

b) Selected Intervention

 Community Digital Literacy Awareness and Training Programme

c) Why the Intervention Is Suitable

 It directly addresses the identified challenge.

 It is practical and affordable.
 It can reach many students and community members.
 It promotes responsible use of technology and social media.
 It equips participants with valuable lifelong skills.

d) Implementation Strategy

 Organize digital literacy awareness sessions.

3
  Conduct practical demonstrations on computer and smartphone
use.
 Educate participants on online safety and cybersecurity.
 Teach participants how to identify fake news and misinformation.
 Distribute educational materials and guides.

8.2.4 Step 4: Planning and Organizing the Project

a) Project Plan

Conduct a community digital literacy awareness and training programme

targeting students in the school community.

b) Key Activities

 Planning and preparation meetings.

 Mobilization of participants.
 Digital literacy training sessions.
 Monitoring and evaluation.

c) Resources Required

 Computers and smartphones

 Projector and screen
 Training manuals and brochures
 Internet connection
 Venue and chairs
 Stationery

d) Timelines

Activity Timeline

 Project Planning Week 1

 Preparation of Materials Week 2
 Digital Literacy Training Week 3
 Evaluation and Reporting Week 4

e) Rules

 Arrive on time.
 Respect facilitators and participants.
 Handle equipment carefully.
 Participate actively in all activities.
 Follow safety and ethical guidelines.

f) Stakeholders and Reasons

Stakeholder Reason for Involvement

 School Administration Approval and support

4
  Teachers Guidance and supervision
 Students Primary beneficiaries
 ICT Experts Training and technical support

MATRIX

ACTIVITY OBJECTIVE RESOURCE PERSON TIMELINE

RESPONSIB
LE
Planning Organize Stationery, Team Leader WEEK 1
Meeting project meeting
activities room
Material Develop Researcher & WEEK 2
Preparation training Develop Secretary
content training
content

Digital Improve Computers, ICT Expert & WEEK 3

Literacy digital skills projector Team Leader
Training

Evaluation Assess Questionnair Monitoring WEEK 4

project es Officer
impact

Expected Outputs

 Group roles clearly defined.

 Digital literacy challenge identified and documented.
 Digital literacy intervention designed.
 Project implementation matrix completed.
 Increased awareness of responsible and effective use of digital
technology within the community.

TASK 1: PROJECT IMPLEMENTATION MATRIX

COLLEGE
NAME………………………………………………………………………………….

TEACHER TRAINEES GROUP CODE:

………………………………………………………...

TERM/YEAR:
…………………………………………………………………………………………...

KEY COMMUNITY PARTNER(S):

……………………………………………………………………….

5
PHAS ACTIVITY KEY RESPONSI TIMELI RESOURS EXPECT
E ACTIONS BLE NE ES ED
PERSON NEEDED OUTPUT
1. Preparati Distribute Enock Week Note Approv
ons and roles to Kinyua 1 books ed
planning group and and CSL project
members. Brenda guideline outline
Brainstor Wanyonyi s file and
ming matrix
interventi
ons.
Drafting
the
project
outline

TEACHER EDUCATOR: ……………………………………………………………………

SIGNATURE: …………………………………………………………………………...

Task 2: Step 5 – Carry Out the Project Activities

Our group successfully carried out the planned intervention over a

duration of two weeks. To fully address the challenge of digital
misinformation, we executed our activities both inside the classrooms and
around the school common areas using a respectful, safe and inclusive
approach.

1. In-Class Awareness Campaign

What we did

We visited different student lecture blocks during free breaks. The team
explained the “Three-Step Rule”:

6
  Pause
 Check the source
 Confirm facts

Students were encouraged to verify information before sharing it online.

How it helped

This activity reached students directly in their learning environments,

giving them immediate tips on how to recognize fake news and unverified
rumors before clicking “forward”.

2. The “Fact-Check” Brochure Drive (Outside Classroom)

What we did

Rashid drafted simple tips and the team created hand-folded paper
brochures titled “Your Guide to Spotting Fake News Online.” Mercy, Julius
and Brenda distributed these brochures to students in busy common
areas.

How it helped

It provided students with a quick physical reference guide that they could
carry away and read during their free time.

3. The Open-Air “Truth Booth” Desk (Outside Classroom)

What we did

We set up a simple information desk during breaks. We put a clear paper

banner that said:

“Is that WhatsApp Message True? Stop and check!”

Students were invited to bring messages, posts or rumors they had

received so that the team could demonstrate simple fact-checking
techniques.

How it helped

Passing students stopped by our desk, interacted with the team and
learned how to verify real details. This reduced the spread of false rumors
and made the project highly practical and interactive.

STEP 6: documentation of the project progress

============================================
====================================

7
 DIPLOMA IN TEACHER EDUCATION (DSTE)
YEAR 1
COMMUNITY SERVICE LEARNING (CSL)
ASSESSMENT PORTFOLIO
PROJECT TITLE: Promoting Digital Responsibility
and Peace in Our College Community

GROUP MEMBERS
NAME ASSESSMENT COMBINATION
NO
1 ENOCK MUTUMA KINYUA TA70746616 KISW/HIST
. 3
2 BRENDA WANYONYI TA70746632 KISW/
. 0 THM&FILM
3 JULIUS LEKULEIYA TA70746580 KISW/MEDIA
. 6
4 RASHID ALI TA70746614 KISW/HIST
. 8
5 MERCY MUTHEU TA70746621 KISW/HIST
. 3

TERM / YEAR: TERM 3/Year 1, 2026

COMMUNITY PARTNER: College Student
Representative Council
PART 1: TASK 2 — IMPLEMENTATION STAGE
(WEEKS 2 & 3)
PROGRESSIVE FIELD JOURNAL LOGS
• WEEK 2 — Monday 15th June 2026

Today, our project group officially launched the implementation phase.

We conducted a brief, 10-minute In-class Awareness Session for our fellow
teacher trainees. Enock introduced the purpose of our CSL project, while
Rashid took the lead in presenting and explaining our "three-step

8
verification rule" to help classmates spot fake campus news and avoid
emotional panic-sharing. Julius took wide-angle photographs of the
session to preserve as physical evidence. The class environment was
highly cooperative, though the short timeframe meant we had to move
quickly.

• WEEK 2 — Wednesday 17th June 2026

To ensure we reached students who were absent during our classroom
session, the group launched an Outside-Classroom Brochure Drive during
free hours. We set up at primary lecture hall entrances and exits, safely
distributing physical brochures containing practical verification guidelines.
This allowed us to interact closely with peers in smaller numbers and
respectfully answer their follow-up questions regarding how to trace
suspicious campus announcements back to official channels.

• WEEK 3 — Monday 22nd June 2026

Today, we scaled up our outreach by establishing an open-air "Truth
Booth" desk outside the main student block. Enock managed the physical
table and chairs setup while Rashid and Mercy sat at the desk to directly
guide incoming students. We used a large, hand-drawn banner on manila
paper to catch attention. When crowds began to build up with
smartphones in hand, Brenda stepped in to manage the area and maintain
order. Julius captured media photos and successfully helped seven
individual students cross-check unverified, heavily forwarded messages
against official notice boards instead of trusting campus online rumors.

STEP 6b: PROGRESSIVE CHALLENGES AND

SUCCESSES LOG
• Week 2 Challenge: During our classroom session, the 10-minute
time constraint was far too brief, limiting deeper peer questions.

• Week 2 Success: We successfully bypassed this limitation by

launching the brochure drive at exit points, which provided ample time for
one-on-one peer interactions.

• Week 3 Challenge: Managing crowd flow at the open-air "Truth

Booth" became difficult when multiple students rushed the desk at once
with their smartphones.

9
• Week 3 Success: We overcame this dynamically by adjusting team
roles on the fly—Mercy managed the crowd line, which allowed Enock and
Brenda to systematically assist seven individual peers with verification.

--------------------------------------------------------------------------------

STEP 6c: EVIDENCE CATALOG

The physical items listed below have been verified and placed securely
inside the attachments section of our CSL Assessment Portfolio Folder:

1. Item 6c-1: Preliminary Sketch Notes – Layout drafts and diagram

concepts designed in notebooks before final execution.

2. Item 6c-2: The 3-Step Filter Diagram – A physical copy of our "STOP,
SOURCE-CHECK, THINK" layout.

3. Item 6c-3: Classroom Sensitization Photo – Image from Monday 15th

June showing Rashid presenting the verification rule.

4. Item 6c-4: Brochure Drive Photo – Image from Wednesday 17th June of
students reading brochures at the exits.

5. Item 6c-5: The "Truth Booth" Photo – Image from Monday 22nd June of
our desk interaction outside the student block.

6. Item 6c-6: Interactive Dialogue Sign-in Sheet – The physical page

featuring names and signatures of 15 student participants.

7. Item 6c-7: Progressive Field Journal Logs – Signed hardcopies of our

daily implementation summaries.

--------------------------------------------------------------------------------

PART 2: TASK 3 — POST-IMPLEMENTATION STAGE

STEP 7: INDIVIDUAL REFLECTIVE JOURNALS

--------------------------------------------------------------------------------

Summary of Core Values:

Our team insights indicate that peer-to-peer engagement builds active

defense mechanisms against false narratives. Every member reported a
significant shift in personal responsibility. We no longer view unverified

10
information sharing as an innocent act, but as a direct challenge to
student solidarity. This experience solidified our commitment to Integrity,
Social Justice, and Civic Responsibility as future educators.

TRAINEE NAME: RASHID ALI MWACHALUME

Group Code/Number: ___KISW002____________________

Project Title: Click Wise: Promoting Digital Responsibility and Peace in Our
College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,

harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,

transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

TRAINEE NAME: ENOCK MUTUMA KINYUA

Group Code/Number: __KISW002_____________________

Project Title: Click Wise: Promoting Digital Responsibility and Peace in Our
College Community

11
• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,

harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,

transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

TRAINEE NAME: JULIUS LEKUREIYA

Group Code/Number:KISWA002 _______________________

Project Title: Click Wise: Promoting Digital Responsibility and Peace in Our
College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,

harmless action. This project transformed my view; I now understand that

12
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,

transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

TRAINEE NAME: MERCY MUTHEU

Group Code/Number: __KISW002_____________________

Project Title: Click Wise: Promoting Digital Responsibility and Peace in Our
College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,

harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,

transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

13
TRAINEE NAME: BRENDA WANYONYI

Group Code/Number: KISW002______________________

Project Title: Click Wise: Promoting Digital Responsibility and Peace in Our
College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,

harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,

transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

--------------------------------------------------------------------------------

FINAL GROUP REFLECTION & TEAMWORK EVALUATION

• Evaluation of Project Target Achievements:

Our collective goal was to reduce panic-sharing on class digital networks.
The group successfully realized this target. By capturing active student
interactions at our open-air "Truth Booth" and directly tracking 7 case
instances of flagged "forwarded many times" messages, we built a
functional prototype for peer-led civic verification.

14
• Evaluation of Team Dynamics & Synergy:
The success of our execution rested entirely on balanced work
distribution. Enock’s directional focus as team leader kept our schedules
on time, Rashid’s presentation clarity safely demystified tracking rules for
hesitant peers, Julius meticulously documented photographic and artifact
proofs, Mercy seamlessly managed order during overcrowded desk
sessions, and Brenda synthesized our daily entries into cohesive records.

• Collaborative Growth:
We developed strong interpersonal problem-solving skills when faced
with initial student apathy in Week 2. Instead of fragmenting, the group
collaborated to redesign our visual media using bold formatting and clear,
short funnel diagrams. This experience proved that collaborative teacher-
trainee teams can identify community problems and execute practical
solutions smoothly.

--------------------------------------------------------------------------------

STEP 8: OFFICIAL CSL SCHOOL BASED ASSESSMENT FINAL GROUP REPORT

i. THE TITLE OF THE PROJECT

Click Wise: Promoting Digital Responsibility and Peace in Our College

Community.

ii. A BRIEF DESCRIPTION OF THE PROBLEM

Our campus experienced regular instances of unverified information and

rumors spreading rapidly through online class platforms. This digital
misinformation created unnecessary panic surrounding exam timetables
and student leadership decisions, which eroded mutual peer trust and
directly disrupted the peaceful atmosphere on campus.

iii. THE SOLUTION IMPLEMENTED

Our group launched a structured digital literacy campaign. We designed

and mounted informative fact-checking guides across campus notice
boards and conducted an open, peer-led interactive discussion forum on
healthy online interaction habits.

15
iv. THE KEY PROJECT ACTIVITIES CARRIED OUT

• Week 1: Finalized role distributions, mapped our targeted gap, and

received validation from our CSL tutor.

• Week 2: Crafted our information content, constructed bold, hand-

designed manila posters, conducted our in-class awareness session, and
launched the outside-classroom brochure drive.

• Week 3: Set up and operated our open-air "Truth Booth" outside the
student block to guide peers through message verification.

• Week 4: Collected individual team reflection sheets, compiled this

official 8-point report, and finalized classroom presentation materials.

v. THE CHALLENGES

1. Information Avoidance: Students initially walked past long blocks of text

on posters. We solved this by redesigning them with bold fonts, minimal
text, and intuitive diagrams.

2. Online Apathy: Some peers felt tracking rumors was a waste of time.
We overcame this by showing concrete examples of how past
misinformation caused avoidable exam anxiety, which helped them
connect the issue directly to their welfare.

vi. LESSONS LEARNT

We learned that keeping digital networks safe requires active effort from
every member of the community. As future secondary school educators,
we discovered that modeling responsible communication and teaching
critical thinking is a powerful tool for maintaining social peace and
citizenship.

vii. CONCLUSION

The project successfully met its targets. By introducing practical

verification strategies, we significantly reduced the forwarding of
unverified content in class channels, enhancing responsible citizenship
and harmonious peer coexistence.

viii. RECOMMENDATIONS
16
1. We recommend that class representatives implement an official
verification pin-tag rule for any administrative announcement posted in
student groups.

2. We recommend that future DSTE cohorts expand this topic into a digital
citizenship workshop orientation for incoming trainee intakes.

============================================
====================================

REPORT SUBMITTED BY: _____________________________________ (Group

Secretary)

REPORT ENDORSED BY: _____________________________________ (Project

Coordinator)

DATE OF SUBMISSION: _____________________

DSTE YEAR 1 CSL INDIVIDUAL

REFLECTIVE JOURNAL
KISW002

NAME ASSESSME COMBINATIO

NT NO N
1 ENOCK MUTUMA TA707466 KISW/HIST
. KINYUA 163
2 BRENDA TA707466 KISW/
. WANYONYI 320 THM&FILM
3 JULIUS TA707465 KISW/MEDIA
. LEKULEIYA 806
4 RASHID ALI TA707466 KISW/HIST
. 148
5 MERCY MUTHEU TA707466 KISW/HIST
. 213

TRAINEE NAME: RASHID ALI MWACHALUME

17
Group Code/Number:KISW002
Project Title: Promoting Digital Responsibility
and Peace in Our College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups
because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,
harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,
transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

--------------------------------------------------------------------------------

TRAINEE NAME: ENOCK MUTUMA KINYUA

Group Code/Number: KISW002
Project Title: Promoting Digital Responsibility
and Peace in Our College Community
18
• What did I learn?

I learned that digital misinformation travels quickly within peer groups

because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,
harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,
transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

--------------------------------------------------------------------------------

TRAINEE NAME: JULIUS LEKUREIYA

Group Code/Number:KISW002
Project Title: Click Wise: Promoting Digital
Responsibility and Peace in Our College
Community

• What did I learn?

19
 I learned that digital misinformation travels quickly within peer groups
because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

I used to consider forwarding unverified campus news as a casual,
harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,
transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

--------------------------------------------------------------------------------

4. TRAINEE NAME: MERCY MUTHEU

Group Code/Number: KISW002

Project Title: Promoting Digital Responsibility and Peace
in Our College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups
because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

20
• How did this project change my thinking?
I used to consider forwarding unverified campus news as a casual,
harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,
transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Strategy: _______________________ Date:

_______________________

--------------------------------------------------------------------------------

TRAINEE NAME: BRENDA WANYONYI

Group Code/Number:KISW002

Project Title: Promoting Digital Responsibility

and Peace in Our College Community

• What did I learn?

I learned that digital misinformation travels quickly within peer groups
because individuals act on emotion rather than verifying facts. I learned
that simple, peer-to-peer visual guidelines can slow down panic-sharing
and teach students how to trace information back to official college
channels.

• How did this project change my thinking?

21
 I used to consider forwarding unverified campus news as a casual,
harmless action. This project transformed my view; I now understand that
digital communication directly impacts campus safety and peace, and
failing to verify information is an avoidance of civic responsibility.

• What values did I develop?

I developed Social Justice by promoting equal access to honest,
transparent communication. I enhanced my Civic Responsibility by taking
direct action to keep our campus online spaces safe and peaceful.

Trainee Signature: _______________________ Date:

_______________________

KNEC CSL PROJECT: INTERACTIVE DIALOGUE & VERIFICATION

SIGN-IN

PROJECT TITLE: Promoting Digital Responsibility and Peace

GROUP MEMBERS

NAME ASSESSMENT COMBINATION

NO
1 ENOCK MUTUMA KINYUA TA70746616 KISW/HIST
. 3
2 BRENDA WANYONYI TA70746632 KISW/
. 0 THM&FILM
3 JULIUS LEKULEIYA TA70746580 KISW/MEDIA
. 6
4 RASHID ALI TA70746614 KISW/HIST
. 8
5 MERCY MUTHEU TA70746621 KISW/HIST
. 3

VENUE: Main Student Block / Open-Air Booth

DATE: Monday, 22nd June 2026

By signing below, I acknowledge that I participated in the peer dialogue

session

22
and received guidance on utilizing official notice boards to verify campus
rumors

instead of forwarding unverified digital media.

S/No Student Full Course / Program Signature

Name
1. Vivian Nasiche
2. Caren Kimutai Kisw/Geo
3. Reagan Wesonga Kisw/hist
4. Fedelis Kasese Math/comp
5. Hamisi Hazizi Kisw/fasihi
6. Samuel Ngaina Kisw/geo
7. Rosemary Koyo Eng/hist
8. Bethwel Kemboi Kisw/geo
9. Afred Kefa
10. Chris Makori

VERIFIED BY:

________MERCY MUTHEU_________________________________
__________________________20TH JUNE 2026_

Group Secretary) Date

ENOCK MUTUMA KINYUA_________________________________________

___________________________20TH JUNE 2026

Project Coordinator Date

Target Resour
Expect Timefr Remark
S/ Activit Group / ces
ed ame / s/
No y Benefici Requir
Output Date Status
aries ed

1. In- Sensitiz Teacher • Week Comple

class e peers trainees Notebo 2 ted:
Aware on / oks Time
ness spotting classmat was
Sessio fake es. brief (10
n: news Monda mins)
and y 15th but core

23
 Target Resour
Expect Timefr Remark
S/ Activit Group / ces
ed ame / s/
No y Benefici Requir
Output Date Status
aries ed

Enock
introdu
ced the messag
group • Draft e
reducin
while verificat delivere
g panic- June
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24
 Target Resour
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OFFICIAL CSL SCHOOL BASED ASSESSMENT FINAL GROUP REPORT

25
COLLEGE NAME:ST PAUL`S KIBABII DIPLOMA TEACHERS TRAINING
COLLEGE

GROUP CODE/NUMBER:KISW002

TERM/YEAR: Term 2, 2026

KEY COMMUNITY PARTNER(S): College Student Representative

Council

i. THE TITLE OF THE PROJECT

Promoting Digital Responsibility and Peace in Our
College Community.
ii. A BRIEF DESCRIPTION OF THE PROBLEM
Our campus experienced regular instances of unverified information and
rumors spreading rapidly through online class platforms. This digital
misinformation created unnecessary panic surrounding exam timetables
and student leadership decisions, which eroded mutual peer trust and
directly disrupted the peaceful atmosphere on campus.

iii. THE SOLUTION IMPLEMENTED

Our group launched a structured digital literacy campaign. We designed
and mounted informative fact-checking guides across campus notice
boards and conducted an open, peer-led interactive discussion forum on
healthy online interaction habits.

iv. THE KEY PROJECT ACTIVITIES CARRIED OUT

• Week 1: Finalized role distributions, mapped our targeted gap, and
received validation from our CSL tutor.

• Week 2: Crafted our information content and constructed bold, hand-

designed manila posters.

• Week 2: Conducted our in-class awareness session and launched the

outside-classroom brochure drive.

• Week 3: Set up and operated our open-air "Truth Booth" outside the
student block to guide peers through message verification.

• Week 4: Collected individual team reflection sheets, compiled this

official 8-point report, and finalized classroom presentation materials.

v. THE CHALLENGES

26
1. Information Avoidance: Students initially walked past long blocks
of text on posters. We solved this by redesigning them with bold fonts,
minimal text, and intuitive diagrams.

2. Online Apathy: Some peers felt tracking rumors was a waste of

time. We overcame this by showing concrete examples of how past
misinformation caused avoidable exam anxiety, which helped them
connect the issue directly to their welfare.

vi. LESSONS LEARNT

We learned that keeping digital networks safe requires active effort from
every member of the community. As future secondary school educators,
we discovered that modeling responsible communication and teaching
critical thinking is a powerful tool for maintaining social peace and
citizenship.

vii. CONCLUSION
The project successfully met its targets. By introducing practical
verification strategies, we significantly reduced the forwarding of
unverified content in class channels, enhancing responsible citizenship
and harmonious peer coexistence.

viii. RECOMMENDATIONS
1. We recommend that class representatives implement an official
verification pin-tag rule for any administrative announcement posted in
student groups.

2. We recommend that future DSTE cohorts expand this topic into a digital
citizenship workshop orientation for incoming trainee intakes.

REPORT SUBMITTED BY: _____________________________________ (Group

Secretary)

REPORT ENDORSED BY: _____________________________________ (Project

Coordinator)

DATE OF SUBMISSION: _____________________

PROGRESSIVE CHALLENGES AND SUCCESSES LOG

27
WEEK 2: TIMELINE CHALLENGES & SUCCESSES
• Challenge Recorded (Monday 15th June):
During our In-class Awareness Session, we realized the time allocated
was far too brief (only 10 minutes). This limited the number of questions
students could ask about tracing fake news.

• Success Recorded (Wednesday 17th June):

Launching the outside-classroom brochure drive successfully solved the
time constraint. Gathering near classroom exits allowed us to interact
closely with learners who missed the session, giving us ample time to
safely answer their verification questions.

WEEK 3: TIMELINE CHALLENGES & SUCCESSES

• Challenge Recorded (Monday 22nd June):
When we set up the open-air "Truth Booth," managing crowd flow was
difficult. Several students crowded around the desk at once with their
smartphones to show suspicious "forwarded many times" messages.

• Success Recorded (Monday 22nd June):

This setup proved to be a major success because we adjusted roles on
the fly. Mercy successfully stepped in to monitor the area and maintain
order. This allowed Enock and Brenda to systematically guide seven
individual students through checking official physical noticeboards instead
of relying on online rumors.

TASK 3 : REFLECTION AND EVALUATION

STAGE (WEEK 4)
FINAL INDIVIDUAL REFLECTION SUMMARY
*Note: This summary validates that each group member (Rashid, Enock,
Julius, Mercy, and Brenda) has individually completed and signed their
Reflective Journals.*

As individual trainees, we reflected on the profound impact of addressing

digital misinformation within our college community.

• Core Insight: We realized that peer-to-peer engagement is far more

effective than administration-enforced rules. When trainees visually map
28
out information tracking, they build active defense mechanisms against
false narratives.

• Perspective Shift: Every member reported a significant shift in personal

responsibility. We no longer view unverified information sharing as an
innocent act, but as a direct challenge to student solidarity and campus
security.

• Value Affirmation: This experience solidified our commitment to the core

national values of Integrity, Social Justice, and Civic Responsibility as
future educators.

--------------------------------------------------------------------------------

FINAL GROUP REFLECTION & TEAMWORK

EVALUATION
This collective reflection addresses how well we executed our
operational matrix and managed group dynamics during Weeks 2
and 3.

• Evaluation of Project Target Achievements:

Our collective goal was to reduce panic-sharing on class digital networks.
The group successfully realized this target. By capturing active student
interactions at our open-air "Truth Booth" and directly tracking 7 case
instances of flagged "forwarded many times" messages, we built a
functional prototype for peer-led civic verification.

• Evaluation of Team Dynamics & Synergy:

The success of our execution rested entirely on balanced work
distribution. Enock’s directional focus as team leader kept our schedules
on time, Rashid’s presentation clarity safely demystified tracking rules for
hesitant peers, Julius meticulously documented photographic and artifact
proofs, Mercy seamlessly managed order during overcrowded desk
sessions, and Brenda synthesized our daily entries into cohesive records.

• Collaborative Growth:
We developed strong interpersonal problem-solving skills when faced
with initial student apathy in Week 2. Instead of fragmenting, the group
collaborated to redesign our visual media using bold formatting and clear,
short funnel diagrams. This experience proved that collaborative teacher-

29
trainee teams can identify community problems and execute practical
solutions smoothly.

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