Academic submissions (CEES)

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    Rewards and job performance of secondary school teachers in Kumi district
    (Makerere University, 2014-12) Faith, Atim
    The study investigated the relationship between rewards and the performance of teachers in secondary schools in Kumi District. It was guided by two objectives: to establish the relationship between monetary and non-monetary rewards on the performance of employees in Kumi District. The study employed a cross-sectional survey design where both quantitative and qualitative methods were used. The study subjects were sampled using convenience sampling method. The data collection instruments involved the self-administered questionnaire for teachers and interview guide for administrators mainly head teachers. The study hypotheses were tested using Pearson's correlation coefficient method while qualitative data were analysed using critical judgment method. The findings revealed that monetary and non-monetary rewards had a positive relationship with the performance of teachers in secondary schools in Kumi District. It was concluded that monetary and non-monetary rewards have a positive significant relationship with the performance of teachers in Kumi District. It was recommended that if performance of teachers were to be improved in Kumi District, Government should increase on teachers' salaries, teachers should create income generating projects like farm projects and cash circles to increase on their monetary gains. Furthermore, the schools have to put up income generating activities like school farms, bookshops among others to top up on teachers' salaries. School administrators should reward teachers by praising, delegating of responsibility and promoting them to increase their job performance.
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    Curriculum development and quality of education in higher education institutions: The case of Uganda management institute.
    (MAKERERE UNIVERSITY, 2015-07) Walala Nabalende, Rita ; Walala Nabalende, Rita
    This study titled ‘Curriculum Development and Quality of Education in Higher Education Institutions,’ was carried out from Uganda Management Institute, Kampala Uganda. The purpose of the study was to assess the relationship between curriculum development and the quality of education at Uganda Management Institute. The study tested three research hypotheses i.e there is no relationship between curriculum design and quality of education at Uganda Management Institute; there is no relationship between curriculum implementation and quality of education at Uganda Management Institute; there is no relationship between curriculum evaluation and quality of education at Uganda Management Institute. The study used a cross sectional survey research design and collected data from a total of 281 participants, 20 academic staff and 10 course administrators. Data was collected using a Self-Administered Questionnaire with open ended and close ended questions and an Interview Guide. Qualitative data was coded and themes identified while quantitative methods were also used to quantify certain responses and for the generation of tables, frequencies and percentages for analysis and presentation. Pearson correlation test was used to test the relationship between the study variables. The study found that during curriculum design, there was lack of assessment to know the need of the stakeholders concerning the content and courses that they need to study. The situational analysis stage in curriculum design seemed to be skipped yet it is what defines the content and course required by the stakeholders. Though there was good curriculum implementation through class room lectures, guest speakers and field work practices / experiences to enhance participants’ knowledge, skills and practical application of the knowledge learnt, institutional challenges of resource constraints such as inadequate lecture rooms, ICT facilities and furniture make the curriculum implementation process difficult. There was also lack of competence based teaching and learning, where it was observed through the study that timetabling was at times not based on the area of competence of the facilitator. The absence of a comprehensive needs assessment among participants and employers affects quality education at UMI, as evidenced from some courses that were designed and never took off or had to be closed down due to failure to attract candidates. For example, the Postgraduate Diploma in Industrial Psychology designed in 2010, advertised in 2010, 2011, 2012 but has never been implemented, the Postgraduate Diploma in Resource Mobilisation and Management fully designed and conducted for only two academic years and then closed because the participant numbers were quite low. The study concluded that there is a high positive correlation between curriculum design, implementation, evaluation and the quality of education offered by UMI (ά = 0.001, 0.000 & 0.001 respectively). Therefore, adherence to the curriculum development process helps to improve the quality of education reflected through continued marketability of designed programs, quality of graduates, and employability of graduates, competence and competitiveness among the graduates, practical knowledge and skills exhibited by the UMI graduates among others. The study recommended that Uganda Management Institute conducts initial needs assessment exercise / studies before introducing new courses. By involving relevant education stakeholders like participants and employers through stakeholders’ conferences and seminars, their views would be captured and incorporated while designing the study content. This shall eliminate cases of designing courses irrelevant to the job market, introduce demand-driven courses and build a sustainable curricula development process.
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    Correlates of effectiveness of the monitoring and evaluation system in the Ministry of Education and Sports
    (Makerere University, 2018) Omoding, Joseph Eilor
    The purpose of the study was to establish the correlates of effectiveness of the Monitoring and Evaluation system in the Ministry of Education and Sports. The study was guided by three objectives that is to establish the relationship between (i) institutional capacity, (ii) political will, (iii) institutionalization of M&E functions and the effectiveness of the M&E system. A cross sectional survey design was employed using both qualitative and quantitative research approaches. A sample of 133 respondents participated in the study by answering the questionnaire and interview guide. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson's Linear Correlational Coefficient (r) was used to determine the level of correlation between the variables. The study findings showed that (i) institutional capacity (r = 0.755, Sig. = 0.000 & α = 0.05), (ii) political will (r = 0.719, Sig. = 0.000 & α = 0.05), and (iii) institutionalization of M&E functions (r = 0.719, Sig. = 0.000 & α = 0.05) have a positive relationship with effectiveness of M&E system. This implies that institutional capacity, political will and institutionalization of M&E functions are important factors in promoting the effectiveness of M&E system. The researcher therefore, recommended that; the Ministry of Education and Sports should strengthen her institutional capacity, act in line with the government, have proper institutionalization of M&E functions and motivate her employees to raise their commitment levels in order to enhance the effectiveness of M&E systems.
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    Towards a holistic and relevant educational assessment in primary schools in Uganda
    (Net Journals, 2018-05-15) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    This paper sets out to explore the knowledge and skills assessed at Uganda’s primary school level and its relevance to the current and future needs of the learners. Using a descriptive case study design, the paper draws on documentary and empirical evidence from key players in educational assessment in Uganda. The paper reveals that the current educational assessment in Ugandan primary schools is mainly in the form of the traditional pen and paper tests, measuring rote learning of few bits of intelligence at the expense of high order thinking skills. This was found unfair to pupils who possess high levels of intelligence that are not tested by the currently used assessment measures. Some pupils may be unfairly judged as weak or even “failures” when in reality they are very strong in certain intelligences which are not tested. This paper proposes the use of multiple assessments such as observations, group projects, journal reports, peer rating and teacher rating to measure learners’ multiple intelligences. Pupil-friendly assessment tools and processes which clearly differentiate among learner differences, skills and experiences should be used. The study further recommends the assessment of non-cognitive skills and intelligence such as socioemotional skills at both school and national levels. This will encourage teachers to intentionally include them in their daily pedagogical work including school-based continuous assessments. It will also make assessment more holistic and that pupils are assessed on the skills required to face life within and outside the school.
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    Assessing psycho-social life skills development in international schools in Uganda. A case of Timberland International Christian Academy
    (Makerere University, 2018-08-13) Namulondo, Veronica
    The purpose of this study was to explore how life skills are developed in International schools in Uganda using a case of Timberland International Christian Academy. It investigated teacher’s perceived importance of life skills, the types of life skills which are developed among learners, as well as the teaching strategies used to develop those life skills. In-depth interviews were used while collecting information from a sample of five teachers, two Administrators, three learners, and one parent who were selected purposively to participate in the study. Besides, document analysis and non-participant observation were also used to collect and triangulate data. The findings of this study show that Timberland International Christian Academy puts an extra effort in the development of psychosocial life skills among learners since the school adopted appropriate life skills development strategies which instill life skills within the learners. The study recommended in-service courses for all the teachers involved in teaching LSE in schools so as to recognize LSE as a fully-fledged subject with its benefits including bringing up a holistic person. Furthermore, teachers should endeavor to create awareness through engagements with parents to appreciate the benefits of life skills so that they can create situations that allow children to develop, practice and consolidate life skills which will make the implementation a continuous practice even at home. Besides, the teacher should create various opportunities for learner participation in different activities at school that involve working together cooperatively, encourage them to think positively about themselves, their abilities, friends/peers, work, tasks in the class and health among others through focusing on children’s positive situations and undertakings. Parents should put in place supportive disciplinary environments at home so as to reinforce positive life skills behavior in a more participatory manner. It is recommended that studies be done in the following areas; how the pre-primary years facilitate learners (pupils’) life skills development and prepare children for school life in the later school Grades (levels), parental influences on children’s life skills development is a necessity as parenting is constantly changing with globalization and socio-economic demands and the influence of musical instruments and athletics on learners’ life skills development needs to be conducted, to tease out which particular life skill is developed by each instrument or game.
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    Secondary teachers perception of formative writing assessment and its influence on their practice
    ( 2018-10) Bavakure, Ruth
    This study sought to investigate how teachers perceived Formative writing Assessment and how this impacted on their practice. It was carried out in Kampala district involving six teachers and eighteen students. The study was guided by the following questions: • What are the language teachers’ current conceptions about assessment in general and about formative writing assessment in particular? • How do English language teachers implement questioning and feedback (assessment practices) in their classrooms? • How do English language teachers respond pedagogically to formative writing assessment data? Data were collected from the participants using in-depth interviews, observations and documents. Data were analysed using themes and descriptive statistics in this study. These themes were decoded into smaller sub-themes under each main theme. The study found that teachers in this study had no knowledge of how to implement Formative writing Assessment in their classrooms. Practitioners need to be re-trained on how to implement the Formative Assessment policy in schools.
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    Assessment of higher order thinking skills: Case of Uganda Primary Leaving Examinations
    (Net Journals, 2018-10-10) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    The study set out to give a conceptual definition and assessment of Higher Order Thinking skills (HOTs), and establish the proportion of HOTs and Lower Order Thinking skills (LOTs) questions within the 20102016 Uganda Primary Leaving Examination (PLE) questions. The study used secondary literature to define HOTs and provide an assessment framework for HOTs. The assessment framework was then used to categorise all PLE questions for the years 2010 to 2016. All the examinable subjects within the PLE, English Language, Social Studies (SST), Science and Mathematics were categorised according to the HOT and LOT categories. The study reveals an overall mean value of 86.8% of LOT questions and a mean value of 13.2% of HOT questions. The study recommends the use of the Revised Bloom’s Taxonomy framework in the categorisation of assessment items and that more HOT questions are included in the PLE
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    Influence of selected cultural practices on pupils’ school attendance in Naweyo Sub-County, Butaleja District
    (Makerere University, 2018-11) Kayendeke, Perusi
    The purpose of the study was to find out the influence of three selected cultural practices on pupils’ school attendance in Naweyo Sub-county, Butaleja District. The three are circumcision, early marriage and child labour. The study was conducted in that particular area because pupils’ school attendance had been reported to be poor yet available studies had left out the role of cultural practices. The study adopted a cross-sectional survey research design which employed both quantitative and qualitative approaches. A total of 390 respondents constituted the sample of the study. These included ten head teachers, four local leaders, four cultural leaders, 66 teachers and 306 pupils (Primary four, five six and seven classes) from ten schools. The researcher used two types of research instruments: namely questionnaires and interviews. The results revealed that circumcision affects pupils’ school attendance. This means that if more circumcision is done, learners’ missing of school attendance will increase. Secondly, early marriages affect pupils’ school attendance in that the more pupils engage in early marriage the more they miss attending school. Finally, child labour affects pupils’ school attendance. This means that an increase in child labour would lead to an increase in learner absenteeism or non-attendance. Therefore, if the rates of child labour increases, then there will be an increase in learners’ non-attendance, an indication that child labour has a negative effect on pupils’ school attendance. The conclusions were that circumcision, early marriage and child labour as cultural practices negatively affected pupils’ school attendance in that the more those cultural practices are performed the more children miss school attendance in Naweyo sub-county. The study recommends that the cultural leaders should circumcise children during holidays or vacation period. Besides, MoES and Local Councils should operationalize the by-laws of child labour by punishing the offenders. , Cultural leaders, Local Councils and parents in Naweyo Sub-county should punish those people who engage pupils in early marriage in Butaleja District.
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    Implementation of preceptorship standards and clinical skills development among nursing students at Jinja School of Nursing and Midwifery
    (Mebra Mulabiza, 2018-11) Mebra, Mulabiza
    The study assessed how preceptorship standards are being implemented to facilitate clinical skills development among nursing students at Jinja School of Nursing and Midwifery. The study was guided by four specific objectives: To assess the influence of stakeholders’ collaboration on clinical skills development among nursing students, to ascertain the influence of hospital learning environment on clinical skills development among nursing students, to establish the influence of preceptors competences on clinical skills development among nursing students and to examine the influence of learners assessment on clinical skills development among nursing students. A descriptive correlation survey research design was used. The study employed both quantitative and qualitative approaches. Data was obtained from a population of nursing students, clinical placement (coordinator and provider), school and hospital administrators and preceptors who all totaled to127 respondents. These were selected using stratified simple random and purposive sampling techniques. Quantitative Data was analysed using the SPSS to generate frequencies and percentages while Pearson correlation co-efficient was used to establish the relationship between the independent and dependent variables. Content analysis was used to analyze qualitative data. The study concluded that stakeholders’ collaboration is not being implemented satisfactorily to facilitate clinical skills development among nursing students e.g. the working policies being not streamlined. The hospital learning environment does not facilitate clinical skills development among nursing students e.g. the learning resources being inadequate. The preceptors don’t have the required competences to facilitate clinical skills development among nursing students e.g. preceptors not being aware of their roles. Finally, learners’ assessment is not satisfactorily implemented to facilitate clinical skills development among nursing students such as preceptors not giving timely regular feedback to students after assessment and supervision. The study recommends that for effective clinical skills development among the nursing students, there is need to strengthen the stakeholders’ collaboration and implement it appropriately, the Hospital learning environment should be equipped and made more favorable for learning, the Training school should adopt appropriate strategies that foster necessary competencies of preceptors and Preceptors should adopt different suitable strategies of learners’ assessment.
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    Teacher awareness and support to HIV infected and affected learners: A case of secondary schools in Ngora District
    ( 2018-11-05) Achola, Christine
    This study examined the support teachers provide to learners infected with and affected by HIV/AIDS in secondary schools in Ngora district. Specifically, the study assessed teachers’ awareness of the existence of HIV infected and affected learners in schools; teachers’ perception of challenges HIV infected and affected learners encounter; and finally, determined the kind of support teachers provide to HIV infected and affected learners. This study used a cross sectional design employing both qualitative and quantitative approaches. A total of 165 respondents from seven secondary schools participated in the study. Self-administered questionnaires and interview guides were used as research instruments. The data was processed and analyzed using SPSS version 16.0 from which frequency counts and percentages were computed. Further still, relationships among research variables were established using correlations. The study found out that the level of teachers’ awareness of existence of HIV infected and affected learners in secondary schools in Ngora district, is high, and teachers’ awareness of HIV infected and affected learners positively and significantly influences their perception of challenges HIV infected and affected learners face at school in Ngora district (r. value of 0.438 and P≤0.00); challenges HIV infected and affected learners encounter at school according to the teachers include stigma and discrimination, inadequate economic and nutritional support. Finally, this study found out that teachers provide different kinds of support involving emotional and psychological support to HIV infected and affected learners in secondary schools in Ngora. Teachers’ awareness of HIV infected and affected learners also has positive and significant relationship with the kind of support teachers provide to infected and affected learners (r. value of 0.174 and P≤0.10). This study concludes that teachers in the secondary schools in Ngora are aware of the existence of HIV infected and affected learners in schools; challenges HIV infected and affected learners face at school; and finally, it was established that teachers have played vital roles in providing support to HIV infected and affected learners. This study recommends that in order to enhance the support teachers provide to HIV infected learners, the Ministry of Education and Sports should provide targeted training for teachers on HIV counseling and psycho-social support skills; the scope of school interventions on HIV/AIDS that basically focuses on prevention should be widened to include linkage to care and support for the infected and affected learners as well; school administrators together with teachers should encourage supportive school environment to disclosure and subsequently, effective learning by learners.
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    Cost-related entrepreneurial practices and financing of private secondary school Rubaga Division, Kampala District
    (Makerere University, 2018-11-10) Muwanguzi, Erunoa Sande
    The study examined the influence of cost-related entrepreneurial practices and the financing of private secondary schools in Rubaga Division Kampala District. It was guided by two objectives namely; to find out the effect of user charges on the financing of private secondary schools; and to examine the impact of payment in kind on the financing of private secondary schools. It adopted a cross-sectional survey research design. This study involved 170 respondents selected from 15 private secondary schools namely 10 head teachers, 10 bursars, and 150 teachers. Research instruments were self-administered questionnaire, interview guide, focus group discussion guide, observation and documentary analysis checklists. The study discovered that; the charging of user fees to overcome inadequate finances available in the school, and payment of especially school requirements in physical assets after due diligence in their profitability, influences effective private school financing. It was therefore, concluded that private schools that charge user fees do not suffer from inadequate finances, although these fees do not solely enable effective private school financing. It was also concluded that, payment in kind is important in financing of private schools though it needs to be well calculated to avoid the losses it may come with. The study recommended that; school administrators should continue charging user fees to compliment tuition fees to avoid inadequacy of funds; but should only accept clearance of fees in kind after equating them with their monetary counterparts.
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    Curriculum planning, implementation and labour market adaptability of graduates of Makerere University
    ( 2018-11-16) Epila, Banana
    This study was set to examine what the relationship between curriculum planning, curriculum implementation and labour market adaptability of graduates of Makerere University.The respondents were postgraduate students from the colleges of: Humanities and Social Sciences, Education and External Studies, Business and Management Sciences and Natural sciences. A cross sectional correlational survey design was used because the study involved a large number of respondents and quantitative methods were used to collect the data using Self-Assessment Questionnaires, data analysis was done using Statistical Package for Social Scientists. The research conceptualized curriculum planning as the inclusion of certain skills in the content, implementation as the teaching methods used and adaptability to the labour market as possessing labour market relevant skills that included: verbal communication skills, written communication skills, computer skills, entrepreneurship skills, field specific practical skills, analytical skills, ethical values, planning, coordinating and organizational skills, international skills and interpersonal skills. The findings indicate that curriculum planning was positively related to the inclusion of field specific skills and analytical skills at the undergraduate level and positively related to the inclusion of computer skills, field specific skills, entrepreneurship skills and international skills at the postgraduate level. The findings also show that curriculum implementation was positively related to the teaching of field specific skills at the undergraduate level and the teaching of verbal communication skills, analytical skills, planning, coordinating and organizational skills and international skills. The study concludes that curriculum planning and implementation had no significant relationship with most of the parameters of labour market adaptability of the graduates of MAK. The study recommends that the university needs to facilitate more research relating to labour market adaptability.
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    Assessment for successful intelligence: A paradigm shift in classroom practice
    (Sakarya University, 2018-11-29) Mitana, John Mary Vianney ; Muwagga, Anthony Mugagga ; Ssempala, Cornelius
    Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a long-standing theory of a general intelligence (g). Alternative intelligence theories have however revealed that success in life requires skills beyond memory and analytical skills. This article presents an analysis of Sternberg’s theory of successful intelligence. Sternberg defines intelligence as one’s ability to achieve one’s goals in life, given one’s social-cultural context; by capitalising on strengths and correcting or compensating for weaknesses in order to adapt, shape and select environments through a combination of analytical, creative and practical skills. This article is divided into four main parts. It starts with an introduction to the conceptual definition of intelligence. Then it discusses Sternberg’s theory of successful intelligence. Next, it discusses assessment for successful intelligence in a classroom. Finally, it draws conclusions.
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    Philosophical assumptions of educational assessment in primary schools in Uganda: Case of Kampala and Kabale Districts
    (Makerere University, 2018-12-19) Mitana, John Mary Vianney
    The study set out to analyse the philosophical assumptions underpinning educational assessment in Uganda at the primary school level. Specifically, the study sought to; analyse how assessment is handled at the primary school level in Uganda and; explore essentialist, existentialist and pragmatic epistemological assumptions underpinning educational assessment in primary schools. A descriptive case study design was used in which both deductive and inductive techniques were employed to analyse philosophical assumptions behind educational assessment in Uganda. The study employed self-administered questionnaires, interviews, Focus Group Discussion (FGDs), observation and documentary analysis. The study sample included 540 pupils and 124 teachers, 10 parents drawn from 18 primary schools within the districts of Kabale and Kampala, two District Education Officers (DEOs), one participant from MoES, one participant from Uganda National Examinations Board (UNEB), one participant from Uwezo-Uganda, and one participant from Research Triangle Institute (RTI). The study findings reveal that the current educational assessment in Ugandan primary schools is mainly in the form of the traditional pen and paper tests, measuring rote learning of few bits of intelligence at the expense of high order thinking skills. It was further established that the current assessments are highly influenced by essentialist epistemological notions such as platonic dualism of mind and body, mind and world; Cartesian intellectualism of logical reasoning and; Kantian abstract intellectualism. The study demonstrates that the current assessment used in primary schools does not meet the current and future social, economic and political needs of Uganda – it is not pragmatic. This study recommends the use of alternative forms of assessments such as observations, group projects, journal reports, peer rating and multi-teacher rating at the school level and the inclusion of continuous assessment within the Primary Leaving Examinations (PLE). These in addition to the traditional pen-and-paper assessments would measure learner-intelligences which would otherwise be difficult to measure using a single form of assessment. Pupil-friendly assessment tools and processes which clearly differentiate among learner differences, skills and experiences need to be employed. Finally, the study suggests that more proportions of Higher Order Thinking skills (HOTs) questions are included in the PLE as a motivation for teachers to adjust the classroom practices to focus on the acquisition of such skills instead of superficial learning.
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    ICT adoption in teaching and learning biology in secondary schools of Kalungu District, Uganda
    (Makerere University, 2019-08) Mukalazi, Kizito
    The Ministry of Education and Sports in Uganda enhanced the use of ICT for teaching and learning by training of teachers and provision of equipment in some schools in Kalungu District. Despite that initiative improvement of Biology teaching and learning in secondary schools in Kalungu district is sluggish. This prompted the researcher to carry out this study whose objectives were to examine the availability of ICT resources; assess the accessibility of ICT resources and investigate the utilization of ICT resources during Biology lessons. Ten schools were selected for the study including 5 government aided schools and 5 private schools. Qualitative and quantitative methods were used to collect data from 330 respondents who included 10 administrators, 20 Biology teachers and 300 Senior Three students. The study revealed availability of some ICT resources for teaching mainly in government schools and these included computers for classroom learning, laptops, multi-media projectors, internet connectivity, mobile phone, interactive whiteboards and software for biology teaching. However there was limited accessibility for the few available ICT resources. Teachers had limited access to Multi-media projectors for class room learning, limited access to Internet connectivity services. Because of this utilization was low and this was coupled with negative attitude towards their use. The study concluded that availability of ICT resources does not ensure their accessibility and utilization though both teachers and students believe that utilization of ICT to teach Biology could improve the teaching and learning process. The researcher recommended that the Ministry of Education should develop a positive attitude towards effective accessibility of ICT resources to both students and teachers. Training teachers on pedagogical integration of ICT in Biology teaching and providing internet connectivity to schools.
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    The role of school disciplinary committee in managing students' discipline in selected secondary schools in Wakiso District
    (Makerere University, 2023-01-03) Mugisha, Anitah
    Due to the challenge of growing cases of indiscipline in schools today, this study examined the role played by the school disciplinary committee stakeholders in student discipline management. Guided by Banduras social learning theory (Bandura, 1977), It was a phenomenological interpretive qualitative study that was conducted in three private secondary schools located in both urban and rural areas of Wakiso district, central region, Uganda. The study objectives were: To examine the role played by Deputy Head Teachers in managing student discipline; To examine the role played by Senior Woman Teacher/ warden in managing student discipline; To assess the role played by student leadership in management of student discipline. The corresponding research questions were: What role does the Deputy Head Teachers play in managing student discipline? ; What role does the Senior Woman Teacher/ warden play in managing student discipline? ; What role does the student leadership play in management of student discipline? The study found out that the deputy head teachers play a managerial role in student discipline by assigning responsibilities, developing rules and regulations and punishing offenders. It was also established that the senior women/ warden teachers play a counseling role and the student leaders set a good example and act as a bridge between the administration and the student body. The study concluded that student discipline can only be achieved through team work by the participation of all the stakeholders involved in the disciplinary committee. The study recommends incorporating student discipline in class activities and school curriculum, facilitating and increasing the workforce in order to offer more help to the senior women/warden teachers work, student leaders input and parents involvement in the disciplinary process, and without forgetting sufficient time and resources to be allocated to the student discipline management process as possible means to enable schools achieve the goal of disciplined learners.