Njora Hungi

578 total citations
20 papers, 358 citations indexed

About

Njora Hungi is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Njora Hungi has authored 20 papers receiving a total of 358 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 8 papers in Safety Research and 3 papers in Developmental and Educational Psychology. Recurrent topics in Njora Hungi's work include School Choice and Performance (11 papers), Poverty, Education, and Child Welfare (8 papers) and Parental Involvement in Education (7 papers). Njora Hungi is often cited by papers focused on School Choice and Performance (11 papers), Poverty, Education, and Child Welfare (8 papers) and Parental Involvement in Education (7 papers). Njora Hungi collaborates with scholars based in Kenya, Australia and South Africa. Njora Hungi's co-authors include Moses Ngware, John P. Keeves, Michael J. Lawson, Mirella Wyra, David Curtis, Rupert Maclean, Yin Cheong Cheng, Konai Helu Thaman, Boediono and Benta Abuya and has published in prestigious journals such as Learning and Instruction, International Journal of Educational Development and Urban Education.

In The Last Decade

Njora Hungi

19 papers receiving 318 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Njora Hungi Kenya 9 218 90 52 29 26 20 358
Christine D. Bremer United States 11 224 1.0× 67 0.7× 104 2.0× 18 0.6× 20 0.8× 24 379
Louis Rocconi United States 10 219 1.0× 46 0.5× 49 0.9× 22 0.8× 15 0.6× 37 341
Janeli Kotzé South Africa 8 244 1.1× 41 0.5× 75 1.4× 30 1.0× 42 1.6× 15 350
María Verónica Santelices Chile 9 262 1.2× 39 0.4× 30 0.6× 57 2.0× 19 0.7× 19 386
Douglas R. Glasnapp United States 11 223 1.0× 63 0.7× 114 2.2× 29 1.0× 26 1.0× 29 462
Luis Alejandro López-Agudo Spain 10 149 0.7× 25 0.3× 37 0.7× 35 1.2× 23 0.9× 51 308
Audrey J. Leroux United States 10 238 1.1× 64 0.7× 226 4.3× 44 1.5× 17 0.7× 32 445
Jin-Ok Kim South Korea 9 273 1.3× 49 0.5× 83 1.6× 49 1.7× 23 0.9× 43 468
Corinne Herlihy United States 8 329 1.5× 37 0.4× 55 1.1× 39 1.3× 9 0.3× 16 447
Cathy Yun United States 4 209 1.0× 32 0.4× 139 2.7× 34 1.2× 11 0.4× 7 390

Countries citing papers authored by Njora Hungi

Since Specialization
Citations

This map shows the geographic impact of Njora Hungi's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Njora Hungi with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Njora Hungi more than expected).

Fields of papers citing papers by Njora Hungi

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Njora Hungi. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Njora Hungi. The network helps show where Njora Hungi may publish in the future.

Co-authorship network of co-authors of Njora Hungi

This figure shows the co-authorship network connecting the top 25 collaborators of Njora Hungi. A scholar is included among the top collaborators of Njora Hungi based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Njora Hungi. Njora Hungi is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Ngware, Moses, et al.. (2022). Assessing the acquisition of whole youth development skills among students in TVET institutions in Kenya. Journal of Vocational Education and Training. 76(1). 197–222. 6 indexed citations
2.
Ngware, Moses, Njora Hungi, & Maurice Mutisya. (2018). Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?. Assessment in Education Principles Policy and Practice. 26(2). 222–244. 5 indexed citations
3.
4.
Hungi, Njora & Moses Ngware. (2017). The effects of preschool participation on mathematics achievement of Grade 6 pupils in Uganda. Educational Research for Policy and Practice. 17(2). 105–126. 5 indexed citations
5.
Hungi, Njora, et al.. (2017). Effects of Language of Instruction on Learning of Literacy Skills Among Pre-primary School Children from Low-income Urban Communities in Kenya. Early Childhood Education Journal. 46(2). 187–199. 8 indexed citations
6.
Hungi, Njora & Moses Ngware. (2017). Investigating the effects of community-based interventions on mathematics achievement of girls from low-income households in Kenya. Cogent Education. 4(1). 1290334–1290334. 4 indexed citations
7.
Hungi, Njora, et al.. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education. 3(1). 1264170–1264170. 49 indexed citations
8.
Hungi, Njora, et al.. (2016). Learning barriers among Grade 6 pupils attending rural schools in Uganda: implications to policy and practice. Educational Research for Policy and Practice. 16(2). 129–155. 3 indexed citations
9.
Ngware, Moses, et al.. (2016). Moderated effects of risky behavior on academic performance among adolescent girls living in urban slums of Kenya. Cogent Education. 3(1). 1234989–1234989.
10.
Hungi, Njora, Moses Ngware, & Benta Abuya. (2014). Examining the impact of age on literacy achievement among grade 6 primary school pupils in Kenya. International Journal of Educational Development. 39. 237–249. 13 indexed citations
11.
Abuya, Benta, et al.. (2013). Community participation and after-school support improve learning outcomes and transition to secondary school among disadvantaged girls:. 7 indexed citations
12.
Hungi, Njora, et al.. (2010). Variations in Reading Achievement Across 14 Southern African School Systems: Which Factors Matter?. International Review of Education. 56(1). 63–101. 32 indexed citations
13.
Hungi, Njora, et al.. (2009). Differences in pupil achievement in Kenya: Implications for policy and practice. International Journal of Educational Development. 30(1). 33–43. 47 indexed citations
14.
Hungi, Njora, et al.. (2009). The key factors affecting Grade 5 achievement in Laos: emerging policy issues. Educational Research for Policy and Practice. 8(3). 211–230. 6 indexed citations
15.
Hungi, Njora. (2008). Examining differences in mathematics and reading achievement among Grade 5 pupils in Vietnam. Studies In Educational Evaluation. 34(3). 155–164. 19 indexed citations
16.
Wyra, Mirella, Michael J. Lawson, & Njora Hungi. (2007). The mnemonic keyword method: The effects of bidirectional retrieval training and of ability to image on foreign language vocabulary recall. Learning and Instruction. 17(3). 360–371. 31 indexed citations
17.
Keeves, John P., et al.. (2005). Applied Rasch measurement : a book of exemplars : papers in honour of John P. Keeves. Springer eBooks. 13 indexed citations
18.
Keeves, John P., et al.. (2005). Measuring value added effects across schools: Should schools be compared in performance?. Studies In Educational Evaluation. 31(2-3). 247–266. 18 indexed citations
19.
Maclean, Rupert, Konai Helu Thaman, Colin Power, et al.. (2005). Applied Rasch Measurement: A Book of Exemplars. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 87 indexed citations
20.
Hungi, Njora, et al.. (2004). Examining the validity of different assessment modes in measuring competence in performing human services.. International education journal. 5(2). 154–175. 3 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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