School of Education (SEd.)

Permanent URI for this community

http://10.29.1.53:4000/handle/10570/40

Browse

Abridged thematic curriculum’s prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale City

(Makerere University, 2023-11) Namasaba, Rebecca

The purpose of this study was to examine the Abridged Thematic Curriculum prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale city. The study applied the social constructivist theory by levy Vygotsky (1968). The study was guided by three objectives namely; to explore the learning areas in the abridged thematic curriculum that are prioritized to support learning recovery; to establish the instructional strategies that the Abridged Thematic Curriculum prioritizes to facilitate learning recovery and to explore the assessment strategies the abridged thematic curriculum prioritizes to facilitate learning recovery. An exploratory qualitative approach, using a case study design was applied. Purposive sampling was employed in selecting the 14 participants involved in this study. The participants included 2 CCTs, 4 head teachers and 8 teachers. Data was collected using documentary analysis, face to face interviews and lesson observations. The documents analyzed were the abridged thematic curriculum and the standard thematic curriculum. The findings revealed that the learning areas prioritized are those which were merged from primary two and three curricula especially those that have similarities in the two classes, however, teachers misinterpreted the Abridged Thematic Curriculum and continue to pick content that was left out in the standard thematic curriculum, leading to curriculum overload, and affecting learning recovery; multi-sensory literacy-focused instructional strategies were prioritized as well as formative and diagnostic literacy-focused assessment strategies were prioritized. In conclusion therefore, the prioritized learning areas in abridged thematic curriculum are those which were merged and have similarities from the two curricula and from the two classes, prioritized instructional strategies in the abridged thematic curriculum are those that are learner-centered and the prioritized assessment strategies are those that subscribe to continuous assessment. It was recommended that the ministry of education and sports should provide targeted and generic professional development to enable teachers appreciate the rationale and purpose of the abridged thematic curriculum and to address abridged thematic curriculum misinterpretation to facilitate its effective implementation for learning recovery.
Academic interest, engagement and academic performance among secondary school students

(Makerere University, 2014) Kipuru, Moris Matembu

The study set out to establish the relationship between interest, engagement and academic performance among secondary school students. It was conducted in four secondary schools around Kampala, government and private, both mixed and single sex schools. The study was guided by specific objectives which included, finding out the relationship between interest and engagement among secondary school students, establishing the relationship between interest and academic achievement among secondary school students and determining the relationship between engagement and academic achievement among secondary school students. A correlational research design was used to conduct the study. Using a convenient sample, a sample size of 285 respondents was used in the study. The respondents included senior three (S.3) students from the four secondary schools around Kampala. Using Pearson correlation coefficient to test the hypotheses, it was discovered that interest and engagement was positively and significantly related (r=.605, p<.01), engagement was positively and significantly related with the academic performance of secondary school students (r=.140, p<.05), and interest was also found to be positively and significantly related to academic performance of students (r=.138, p<.05). It was concluded students who are interested and cognitively engaged in personal study attain better grades in tests and examinations. It was recommended that students should be more cognitively engaged than institutionally or socially engaged and parents and teachers should render assistance to students to discover the value of personal study and to enhance interest and cognitive engagement in their personal study.
Acoli learners’ challenges in articulating the received pronunciation of English in primary schools, Gulu District.

(Makerere University, 2014-09) Oloya, Billy

This study investigated the effect of the English Vowel and consonant sounds missing in Acoli and the Acoli stress patterns on the learners’ articulation of the Received Pronunciation (RP) of English in primary schools, Gulu District. This was effected by examining the teaching methods used by the teachers of English and the instructional materials they used to achieve intelligible articulation of RP. The study employed a cross-sectional survey research design; it used qualitative and quantitative approaches complementarily. The methods used were questionnaires, observations, interviews and oral tests. Findings from the questionnaires, observations, interviews indicate that there is inappropriate use of methods of teaching RP. There is very limited use of instructional materials and also minimum emphasis on the teaching of listening and speaking skills. In conclusion, the study revealed that the English vowel and consonant sounds missing in Acoli and the Acoli stress patterns could not enhance the articulation of RP by Acoli learners. It was recommended that teachers of English need to be provided with a variety of authentic instructional materials that can be used to promote the teaching of RP, the teachers also need to be given refresher courses occasionally to update them on the appropriate methods of teaching RP and that, teacher education programme put much emphasis on the listening and speaking skills of English language.
Adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District, Uganda

(Makerere University, 2010-10) Nansereko, Fatuma

Inadequate sanitation has been found to be a major problem in primary schools and now as UPE begins to offload pupils into the secondary school system, the same problem might begin to affect the secondary schools. This study therefore sets out to investigate the adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District. Four objectives were considered in this study namely: • To find out the different kinds of sanitation facilities available in selected secondary schools in Mpigi district • To assess the adequacy of sanitation facilities in selected secondary schools in Mpigi district. • To assess the utilisation of sanitation facilities in selected secondary schools in Mpigi district • To examine students’ awareness of the consequences o f poor sanitation The required information was gathered using four methods namely in-depth interviews, survey, focus group discussions and observation. Four categories of respondents were used including head teachers, teachers, health inspector and students. It was found that although the secondary schools in Mpigi District own variety of sanitation facilities, there is generally inadequate coverage of sanitation facilities in the schools in the District and this is particularly worse-off in rural based schools and the phenomenon is exacerbated by the ever increasing student population due to increase in enrolment for secondary education resulting from Universal Primary Education. Additionally, the available sanitation facilities are poorly utilized which is a result of many factors including students’ background and up bringing, discipline regarding personal hygiene and school and weakness in implementation of sanitation and hygiene policies. The cleanliness of the available sanitation facilities is not at its best and this forms part of the reasons why some of the students ignore using the facilities and instead opt for use of bushes around the schools. It was recommended that there is need to develop sanitation programs under which the challenge should be tackled right from the root rather than attempting to manage the resultant unpleasant consequences. School administrations need to prioritize the aspect of sanitation and hygiene.
Adequacy of science learning facilities in teacher training faculties of Makerere University.

(Makerere University, 2008-03) Ssenyonjo, Paul

This study was conducted to establish whether the different types of audiovisual instructional materials, support materials and laboratory equipment in DOSATE, Physics and Chemistry departments are adequate; and lecturers’ extent of utilization of such learning facilities. It sought to provide information regarding the availability and utilization of science learning facilities (SLF) in Makerere University, through evaluation of the adequacy of the different types of such SLF, in order to identify gaps that may hinder growth and development of science teaching in Uganda. This was because this University trains science teachers that teach science in secondary schools where there is poor performance and low interest in science subjects, which causes low enrolment in science carriers in tertiary institutions. It was conducted using the case study design and data was obtained using questionnaires, observations and interviews. It involved 165 respondents, who included 125 Physics, Chemistry and biology Students of DOSATE and 40 lecturers involved in science teacher training(STT), selected by stratified random sampling. Data was quantitatively analyzed using Chi- square (χ2) tests, which were determined using SPSS, version 10.1. The results were significant at P< 0.05. The study established that audiovisual instructional materials, support materials and laboratory equipment were inadequate particularly for many lectures conducted at the same time in a department. There were significant differences in respondents’ opinions on adequacy of SLF, lecturers’ extent of utilization of SLF and on factors that influence lecturers’ utilization of SLF. Low utilization of SLF was due to inadequate laboratory equipment, large class size, shortage of lecturer’s accommodation in the university, time constraint, heavy workload due to limited staff and lack of instructional materials. It recommends increase in funding to STT faculties to avail adequate SLF, use of teaching methods that impart cognitive skills, improvement of lecturers’ conditions of service to ensure effective utilization of SLF, recruitment of more lecturers to reduce teaching load and further research in quality of teacher education in tertiary institutions.
Adolescents’ knowledge of HIV and aids in Kawempe urban council secondary schools, Kampala – Uganda

(Makerere University, 2019-12) Katami, Schola

The study was about Adolescents’ Knowledge of HIV and AIDS. It was carried out in Kawempe Urban Council Secondary Schools, Kampala – Uganda. The objectives of the study were to establish adolescents’ knowledge of: i) concepts of HIV and AIDS, ii) transmission and iii) prevention/treatment in Kawempe Urban Council in Kampala, Capital City Authority. An exploratory research design was used. Data was collected using self-administered questionnaires and interview guides. Respondents were 10 head teachers, 20 teachers and 240 senior II students from ten secondary schools in Kawempe Urban Council. The findings show that knowledge on concept of HIV and AIDS of the adolescent’s was high (92.1%) on definition of AIDS. However, knowledge on major types of HIV and symptoms of HIV was low 24.6% and (42.1%) respectively. Although most adolescents (73.8%) said that HIV is transmitted through blood transfusion and kissing (45.4%), over 83.4% of adolescents thought mosquitoes, shaking hands (87.9%) and witchcraft (84.6%) can spread HIV. About eight percent of adolescents knew that abstinence is the best way of preventing the HIV, 85.5% knew that condoms could prevent the spread of HIV and AIDS if correctly used. Sixty-eight percent thought that HIV and AIDS can be cured by antiretroviral drugs. About 67.5% thought that HIV and AIDS can be cured through prayers. It is concluded that although adolescents from Kawempe Urban Council are knowledgeable in some concepts, transmission and prevention/treatment of HIV and AIDS, there still exist gaps in their knowledge of HIV/AIDS. It is recommended that teachers, school administrators and Ministry of Education and Sports (MoES) officials should: give more information about HIV and AIDS to the adolescents, conduct more sensitization on modes of transmission and continue to educate the adolescents on methods of prevention of HIV/AIDS
Adopting blended learning for training student nurses within skills labs in public nursing and midwifery schools in Uganda

(Makerere University, 2024-11) Nampiima, Kakonge Eva

This study investigated the efficacy of blended learning in enhancing the training of student nurses within skills lab settings across public nursing and midwifery schools in Uganda. The rationale for this study stems from the numerous challenges associated with the current traditional face-to-face teaching methods commonly used in nursing education. Traditional methods rely heavily on in-person demonstrations and limited hands-on practice, which often result in insufficient student engagement and incomplete mastery of critical nursing skills. The rapid increase in student enrollments has further strained the already limited infrastructure in public nursing schools, leading to overcrowded skills labs, reduced tutor-student interaction time, and inadequate access to essential lab resources. These challenges have created gaps in students’ practical skill acquisition, leaving them underprepared for clinical practice. Therefore, the study aimed to assess how blended learning could improve nursing education, specifically within the skills lab settings, and address the existing limitations of traditional face-to-face methods. The study utilized a mixed methods approach, combining positivism and interpretivism to provide a comprehensive understanding of the research problem. A cross-sectional survey design was used to collect data from 80 nursing Nurse Educators, 7 principals, and 7 student representatives from 7 public nursing and midwifery schools in Uganda. Additionally, a quasi-experimental design was employed to evaluate the impact of a blended learning intervention on educator competencies. A case study at School G, involving 9 nurse educators and 10 nursing students, was also conducted. Data were collected through survey questionnaires for quantitative analysis, as well as face-to-face interviews and document reviews for qualitative insights. The findings revealed that nurse educators held positive perceptions towards adopting blended learning in skills lab settings, with many recognizing its potential to enhance student nurse training. However, the study also uncovered a significant gap in the competencies of nurse educators to implement blended learning effectively. While educators were open to the idea, many lacked the necessary skills and knowledge to use blended learning technologies optimally. The quasi-experimental analysis demonstrated that after the introduction of a blended learning intervention, there was a marked improvement in both educator competencies and student learning experiences within the skills lab. The regression analyses also revealed that blended learning improves nursing education in the skills labs. In conclusion, the study highlights the importance of integrating blended learning methodologies into nursing education to overcome the limitations of traditional face-to-face methods and create more dynamic and engaging learning environments. To achieve this, nursing schools should incorporate blended learning into their curricula and prioritize comprehensive training programs for both educators and students. This approach will help optimize the learning experience and better prepare nursing students for clinical practice.
Adopting English Language as a medium of instruction and trends in students academic performance in English Language: A case study of Mount Kenya University - Rwanda Campus.

(Makerere University., 2019-12-17) Muhairwe, Assansio

ABSTRACT The study established the adoption of English language as a medium of instruction and the trends of students’ academic performance in English language in MKUR so as to make recommendations for improvement. The study achieved the following objectives: It examined the changes caused by adoption of English language as a medium of instruction in the teaching and learning of English language in MKUR, It established the trends of students’ academic performance in English language in MKURfrom the years; 2016 to 2017 and the study also established the relationship between English language adoption and the academic performance of students in English language in Mount Kenya University-Rwanda Campus.The research used case study research design. The study was conducted in Mt Kenya University Rwanda campus (MKUR) Kicukiro district in Kigali city. The lecturers and students were the targeted respondents for the study. A sample size of 70 respondents consisting of 50 students, 8 lecturers and 12 administrators was used. Simple random and purposive sampling were used for selecting the participants in the study. Interview guides and questionnaires were used as a major instruments for data collection. The data collected through questionnaires was analyzed using Statistical Package for Social Sciences (SPSS). The data from open ended questionnaires and interview responses was analyzed by listing all the respondents’ views under each question category. Results show that there is a significant relationship between English language adoption as a medium of instruction and the academic performance of students in English language. The study concluded that adopting English language as a medium of instruction influences the trends in the academic performance of students in English language in MKUR. The study recommended that the use of English as a medium of instruction should be promoted starting from the lower levels of education so as to improve students speaking, writing and reading skills and promote academicperformance in English at all levels.
Adoption of informal education practices in management of formal education in Central Uganda

(Makerere University, 2011-10) Nabayego, Catherine

The study sought to examine the level at which informal education practices were used in the management of formal education in Central Uganda with a view of proposing strategies for addressing the failure of Central Uganda ’s formal education to develop relevant competencies. This was occasioned by the need to establish the validity of a largely pronounced concern that formal education in Central Uganda develops competencies that are irrelevant to addressing the needs of the country. The study was conducted as descriptive cross-sectional survey. Its objectives were to examine the level at which the problem-solving; activity-based; product-based; and value-based informal education practices were used in the management of formal education in Central Uganda. Data was collected using questionnaires, interview schedules, and interview guides administered to students, trainers in formal educational institutions, and heads of households, informal trainers and trainees, and out-of-school youths selected using stratified and judgmental random sampling techniques, respectively. Data was analyzed using qualitative techniques as well as quantitative methods which included: descriptive, Chi Square and ANOVA methods of SPSS programme. The Excel programme was used to enhance the quality of data presentation using pie charts and graphs. Results indicate that the use of all informal education practices in the management of formal education in Central Uganda was at a negligible level. Indeed, 87.4% of the respondents showed that the free-range problem-solving practices were not used. Students were not figuring out their own solutions to given problems; they did not experiment their own ideas, their enterprising abilities were not being stimulated and the activation of their personal initiative was trivial. Students were hence graduating having not developed original, inventive, innovative, ingenious and entrepreneurial competencies. In addition, 88.3% of the respondents showed that all the activity-based practices involving students’ proactive participation and use of practical examples were not used. The only used activity-based practices were teacher-based. They thus included teachers selecting learning activities and controlling the performance of the activities. Further, 84.7% of the respondents showed that the product-based practice that was highly used in the management of formal education in Central Uganda involved developing curriculum content containing the desired behavioural values. However, only 12.4% of the respondents showed that the values were inculcated, suggesting that the level of instilling the standards was negligible. Furthermore, 65.1% of the respondents showed that the value-based practice of proposing values was used but only 30.8% reported the inculcation of the values. Moreover, emphasis on using these two practices thinned out to negligible levels as students moved up the formal education ladder. In addition, most of the taught values were not selected from the ideals cherished by local communities and families in Central Uganda. They therefore did not reflect much of the ideals, especially the economic ideals, cherished by the Central Uganda n society. In the light of the foregoing findings, the study concluded by emphasizing the need to improve the use of informal education practices in the management of formal education in Central Uganda . It hence recommended that the use of the problem-solving, activity-based, product-based and value-based practices should be promoted to complement and reinforce formal education at all levels from primary through secondary to tertiary and university levels. Further research was also recommended into the various educative problems, activities and values that could be included while designing the subsequently needed curriculum.
Alcohol consumption and professional performance of primary school teachers in Terego District

(Makerere University, 2023-01-19) Cale, Santus

The research on alcohol consumption and professional performance of primary school teachers in Terego district considered; regularity of consumption, amount consumed, the type consumed as attributes of alcohol consumption, and preparation for teaching, classroom teaching and assessment, ensuring discipline in the learners as attributes of professional performance of primary school teacher. The research had the objectives of; (i) to establish the relationship between alcohol consumption and teacher preparation in the primary schools, (ii) to establish the relationship between alcohol consumption and effectiveness of classroom teaching by primary schools teachers in Terego district, (iii) to establish the relationship between alcohol consumption and management of discipline by primary school teachers in Terego district, and (iv) to identify the factors that promote alcohol consumption by primary school teachers in Terego district. The researcher adopted a cross-sectional survey research design and collected data using observation, survey, interviews and focus group discussions. The participants were sampled using stratified sampling strategy, purposive / judgmental sampling and snowball or chain sampling or network sampling. The main findings of the research include the following; Terego District has a significant proportion (72.7%) of teachers who take alcohol. Among these, male teachers, Catholics, teachers in the age bracket of 40-49 and who are divorced were the main consumers of alcohol . The most common alcoholic drinks consumed were the locally brewed Enguli (27.3%) followed by Malwa (19.3%). Of the aspects of teacher effectiveness, Teacher preparation (3.43) is the attribute of teacher professional performance most affected by alcohol consumption while management of discipline (3.81) is the least affected. Of the factors that promoted alcohol consumption by primary school teachers in Terego district, access-related factors (31%) were the most frequently cited and the least were profession related factors (18%). The researcher concludes that alcohol consumption has a significant negative effect on the professional performance of teachers in Terego district. The researcher recommends that in order to reduce the negative effect of alcohol consumption on teacher professional performance, Terego district local government puts in place bylaws and ordinances, and The parliament of Uganda to outlaw production of the cheap sacketed spirits and local brews; ; The office of the Chief Administrative Officer adopts a deliberate strategy to identity and support teachers suffering under the yoke of alcoholism to reduce alcohol consumption; the teacher training institutions integrate content on drugs into the professional training packages for teachers; purposeful transfers by the Chief Administrative Officer.
Analysis of challenges caretakers face in the provision of education to foster children: a case study of Kampala primary schools.

( 2012-08) Ssekkadde, Richard

The study investigated the challenges caretakers of foster children face in the provision of formal education to foster children in Kampala district. This came about due to the outcry of both caretakers and foster children in the struggle to provide and acquire formal education regardless of the effort of the government of Uganda has put in place to provide Universal Primary Education. The study therefore focused financial and social challenges caretakers of foster parents face and how these challenges affect the academic performance of students in Kampala district. Using six selected primary schools, the study employed a cross sectional survey design in which both qualitative and quantitative survey designs were applied. The instruments used in data collection included questionnaires and interview guide. Quantitative data were analyzed using Statistical Package for Social Sciences and qualitative data were analyzed as research progressed. The study revealed that caretakers were faced with economic challenges such as provision of scholastic materials, transport, buying food, payment of school fees in the provision of formal education to foster children. The study also revealed that there social challenges such as family conflicts, poor accommodation, indiscipline cases and feeding of foster children. The study concluded that not all caretakers of foster children provide school requirements to foster children which have declined the morale of foster children in attaining formal education. On the social challenges, the study concluded that foster children are faced with a challenge of growing and attaining education in families which they do not belong to; this psychologically affects a child’s social life and learning. It is recommended that caretakers of foster children should ensure that they provide all the necessary school requirements to foster children the same way they provide them to their biological children. School administrators should always ensure that they know the relationship between the person paying school fees and providing requirements at school. The government through the Ministry of Education and Sports should find out ways of helping families with foster children which cannot afford to meet the demands of foster children.
Analysis of the influence of digital communication behaviour on secondary school learners’ writing tasks: Implications for functional approach to teaching English

( 2015-10) Oroma, Irene

Today, English is considered the international lingua franca dominating sectors of commerce, recreation, education and technology. This means that people are challenged to learn and acquire the linguistic and equally important, the socio-linguistic competencies in order to cope with all aspects of life. The 21st century which ushered technology in the foreground of information and communication has caused to English what many consider a linguistic revolution or anarchy. The digital ways of communication and access to information have been the greatest contributors to this belief that technology has heavily affected the way young people speak and write English. There was, therefore, need to investigate the influence of digital communication behaviour on secondary school learners’ writing tasks in Kitgum District in Uganda. The theory that informed the study was Dell Hyme’s (1971) ‘Sociolinguistic Competence Theory’, which advocates for language users to be linguistically and sociolinguistically competent in communication. Survey questionnaire responses helped in selection of the sample. The descriptive case study design employed both qualitative and quantitative data collection methods and later making meaning of data in tables involved description of numbers, substantiated with descriptive texts. The study sample consisted of 120 Senior Three students and 12 teachers of English from three schools. The findings showed that whereas the students used the different ICTs in their everyday lives, their use of English structures and vocabulary were not influenced by the ICTs. Their written communications were effective but inappropriate to contexts of use, but other factors, other than ICTs and its modes of communication were noted. However, the study revealed that students are not linguistically and sociolinguistically competent in their writing, due to deviance, carelessness and input errors. Therefore, the study recommended that school administrators and teachers should sensitise students and improve teaching and learning of English.
Antecedents of academic staff research productivity in chartered private universities in Uganda

(Makerere University, 2021-04-15) Hiire, Geoffrey Boaz

This study sought to establish the antecedents of research productivity among academic staff in chartered private universities in Uganda. Specifically, the study examined whether organizational factors, motivational factors, and demographic characteristics were significant antecedents of the research productivity of academic staff in those universities. The study was prompted by a reportedly persistent decline in the research productivity of academic staff in private universities despite the interventions by the Government of Uganda and other private organizations to spur research activity in such institutions. With the use of a descriptive cross-sectional survey design, data were collected using an adapted questionnaire and a researcher-constructed interview guide from 214 study respondents. The quantitative data were analyzed with the use of appropriate descriptive and inferential statistics while the qualitative ones were analyzed using the thematic content analysis technique. The study results revealed that research productivity was fair (mean=2.80), that among the organisational factors, only technological progress (β = 0.425, p = 0.000 < 0.05) and computer skills (β = 0.329, p = 0.000 < 0.05) were positive and significant antecedents of academic staff’s research productivity while research funding (β = 0.425, p = 0.000 < 0.05) and human resource (β = -0.073, p = 0.186 < 0.05) were respectively a negative and positive but insignificant antecedent of research productivity of academic staff. Secondly, the study results also showed that among the motivational factors, only intrinsic motivation (β = 0.279, p = 0.000 < 0.05) was a positive and significant antecedent of research productivity but not extrinsic motivation (β = 0.037, p = 0.620 < 0.05). Finally, the results also showed that none of the demographic factors studied was a significant antecedent of academic staff’s research productivity. This made the researcher conclude that while some aspects of organizational and motivational factors were significant antecedents of academic staff’s research productivity, others were not. Therefore, it was recommended that the management of chartered private universities in Uganda should embrace the use of more technologies and computer training to enhance the research productivity among their academic staff. Additionally, a conducive institutional environment should be created to enhance intrinsic motivation among the academic staff. Also, management of universities should not give priority to demographic characteristics while hiring staff, since they are not positive significant antecedents of academic staff research productivity in chartered private universities in Uganda.
The application of problem based pedagogy in promoting creative writing among Luganda language students : a case of Kyambogo University

(Makerere University, 2019) Ssengonzi, John

The general objective of the study was to examine the role of problem based pedagogy in promoting creative writing among Luganda language undergraduate students. The study was guided by three specific objectives which included; finding out how creative writing is taught, the awareness of lecturers in using problem-based pedagogy in teaching creative writing and examining the benefits of problem-based pedagogy in promoting creative writing. The study used a case study research design basically using qualitative data and minimal quantitative data. The study population included both lecturers and Luganda language students at Kyambogo University. The Luganda language staff population was seven (7) while that of third year Luganda students in the current academic year 2018/2019 was fifty eight (58) according to the University Registrar’s office. Data were collected using questionnaires, interview guide and documentary review checklist. Quantitative data was presented using percentages and tables. To analyze the qualitative data, the researcher followed Ritchie and Spencer’s five steps of framework analysis. The findings revealed that creative writing is one of the courses taught in Luganda language education at Kyambogo University with lecturers using lecture method as their mode of delivery though hand in hand with other methods such as discussion and task-based strategies. The teaching is done with much emphasis on developing innovation, critical thinking, problem solving skills and effective use of language. However, many of the students (36%) had not participate in any creative writing project. Many Luganda language lecturers were not aware of the meaning of problem-based pedagogy and its appropriate use much as they used real life experiences in teaching creative writing with unconducive teaching learning environment. The findings also revealed that Problem based pedagogy has the potential to stimulate creative abilities of learners through innovation, critical thinking, problem solving and effective language use and motivates them to engage in creative writing. The study recommend that lecturers should also use other methods such as task based, project based and discussion in teaching creative writing to make students active participants in creative writing classes, University authorities should organize creative writing workshops and seminars to train lecturers and tutors on proper use of PBP in teaching creative writing. Lecturers at Kyambogo University should prioritize the use of PBP in teaching creative writing.
Apprenticeship learning in an automotive garage in Wakiso District

(Makerere University, 2019-11-26) Kulingirira, Peruth

The purpose of the study was to explore the organization and process of apprenticeship learning in one automotive garage in Wakiso district. The study was guided by three research questions namely; How is apprenticeship learning organized in an automotive garage?; What form of pedagogic relationship exists between apprentices and Masters (Trainers) in the automotive garage, and what factors influence apprenticeship learning in an automotive garage? The study used the multiple case study design employing qualitative methods of data collection specifically ethnographic observations and interviews. Data was collected from one automotive garage involving three masters and six apprentices. Of the apprentices, two were novices in the apprenticeship, two were in middle stage of the apprenticeship and two were final stage apprentices. Data was analyzed using thematic analysis technique and was presented through direct quotation, paraphrasing of responses and narrative descriptions of responses as obtained through observation and interviews. The study found out that apprenticeship learning was organized through observation, coaching and practice. The pedagogic relationships between the masters and apprentices were generally friendly and cordial. However, the pedagogic relationship between Masters and apprentices varied depending on the apprentices’ phase in the apprenticeship; apprentices in the final phase related much more closely and freely with the Masters relative to the mid phase and novice apprentices. The factors that promoted apprenticeship learning included more exposure to learning opportunities, mentorship into the trade /craft, individual attention by masters and collaborative learning among apprentices while inadequate/limited exposure, negative attitude of apprentices, inadequate skilling in handling vehicles with advanced technologies, inadequate tools and equipment and personal differences among apprentices constrained apprenticeship learning. The study recommends that more apprentices should be encouraged to join automotive garage and that government gives support to apprenticeship learning in automotive garage and other trades and crafts in order to improve on the skills development to promote self-employment and livelihoods among youths.
Aspects of the fishery and biology of the African Catfish Clarias Gariepinus (Burchell, 1822) amidst environmental changes in Lake Wamala (Uganda)

(Makerere University, 2015-05) Olokotum, Mark

Environmental changes are some of the factors that affect fisheries and biological characteristics of fishes. The African catfish Clarias gariepinus (Burchell, 1822) has biological characteristics that enable it to persist under various stressful environmental conditions. However, few studies have examined how the African catfish responds to conditions created by a changing climate. The study examined some of the fishery and biological characteristics of African catfish in Lake Wamala (Uganda) to provide an understanding of their response to changing climatic conditions using data for the period 1950 - 2013. Temperature around the lake increased by 0.02ºC/year since 1980, commensurate with the regional trend, while rainfall was above average since 1996, except in 2004 and 2008. Lake depth was strongly positively correlated with rainfall (r =0.83, n= 6, p<0.05) up to 2000, after which, lake depth decreased amidst increase in rainfall. The contribution of African catfish increased from 20% to 85% and 17% to 78% respectively to commercial and experimental catches respectively between 1975 and 2013 despite the decrease in lake depth. The modal total length, condition factor, food, and fecundity did not change. Only size at first maturity decreased from 37.5 to 30 cm TL in females and 39.5 to 34.2 cm TL in males between 1999/2000 and 2012/2013. The biological characteristics of the African catfish were comparable with those of the same species in other lakes and remained relatively stable. The results suggested that the African catfish has the capacity to persist and/or adjust appropriately under conditions created by climate variability and change, and if properly managed, can sustain the fisheries of Lake Wamala.
Assessing teachers’ ethical performance: A case study of selected rural and peri-urban secondary schools in Mukono District

(Makerere University, 2014-04) Namubiru, Prossy

The study was undertaken to find out the moral challenges that teachers meet while performing their duties considering what characterizes a ‗good teacher‘ in the context of moral values and virtues. Even when a teacher is very intelligent and technically competent, if his or her moral character (lazy, dishonest, abusive, sexist, intolerant, etc.) is questionable, their professionalism is also questioned. The study also looks at how, if at all, the teachers‘ professional code of conduct influences their ethical performance, and lastly it seeks to explore how ethical performance can be made more effective. The study was conducted in Mukono district, taking a sample of four secondary schools. The methods used in this research were both qualitative and quantitative specifically including focused group interviews, Individual interviews and questionnaires. According to the research findings, the researcher discovered that, all teachers knew something about teacher‘s ethical conduct but vaguely understood ethical performance. And the majority of the other stake holders like the parents and the PTA members thought that it was a teachers‘ ―thing‖. Hence the need to enforce the teachers‘ professional code of conduct, and also sensitizes all stake holders about ethical performance. According to this research study, the researcher found out that teachers are not sufficiently supported to achieve ethical performance, and as much as there are different tools in place like the teachers‘ code of conduct and code of ethics. However, teachers still do not follow ethical performance simply because there are other factors that come into play such as the role of other stake holders in the education sector that affect ethical performance. Hence the need to enforce the code not only to teachers but also to involve all other stake holders
Assessing the effects of academic staff turnover on institutional performance A case study of Gulu University

(Makerere University, 2017-12) Irama, Franco Charles

The purpose of this study was to assess the relationship between academic staff turnover and institutional performance of Gulu University. The objectives were to; find the relationship between academic staff turnover and teaching, research and publication, and community services respectively. The study was a cross-sectional survey with some qualitative aspects; and used a sample of 132 academics from Gulu University, the faculty deans, academic registrar, and the Deputy Vice Chancellor in-charge of Academic Affairs. The response rate was 83.0%. Data were collected using a self-administered questionnaire and interview guides. Data were analyzed at the univariate level using descriptive statistics which included relative frequencies and the means. Pearson’s linear correlation coefficient was used to relate the study variables at the bi-variate level and regression analyses were used to test the study variables at the multi-variate level. Findings revealed that academic staff turnover had insignificant negative relationships with teaching and community services respectively while it had an insignificant positive relationship with research and publication. Recommendations were that though academic staff turnover had insignificant relationships with teaching, research and publication, and community services in Gulu University; the top management of Gulu University should still put in place mechanisms to counter the effects of academic staff turnover so as to minimize its effects. These recommendations were drawn from the insignificant relationships between academic staff turnover and teaching research and publication; and community services respectively. Further research should be done to resolve the issue of the insignificant relationships between these study variables. The management of Gulu University should also consider strategies to address personal reasons that account for academic staff turnover including; alternative employment opportunities, greener pastures, further studies and voluntary resignations. Institutional related causes of academic staff turnover including poor institutional leadership and lack of proper management, unfavorable institutional policies, poor remuneration and inadequate facilities in Gulu University; need to be urgently mitigated. This study also recommends that further research be conducted on the effect of academic staff turnover on institutional performance of Gulu University so as to ascertain the insignificant relationship between these variables. Further studies on the effect of academic staff turnover on institutional performance of other HEI’s should also be conducted so as to verify these findings.
Assessing the status of pre-schools in Kampala District, Uganda

(Makerere University, 2009-12) Lukwago, Nnanyonga Annunciata

This study was carried out to assess the status of pre-schools in Kampala District. The study provides the background that pre-schools or kindergartens are gardens of children where they could unfold their natural potentialities through play and discovery, guided by the adult. The review of the present literature on the pre-school status is meant to give an insight into the topic by looking at what has already been done by previous studies on pre-school education. The review yielded that the pre-schools tended to stress the 3 Rs Reading, Writing and aRithmetic. The purpose of the study was to investigate whether pre-schools promote or hinder socialisation. The specific objectives of the study were to; (a) examine the teaching-learning environment in the pre-schools (b) investigate the methods of delivery in the educational programmes (c) assess the impact of the pre-school programmes on the socialisation of children. In this study. In this study, the researcher used cross sectional survey research design because of its suitability in obtaining information from a small population of respondents. Both the quantitative and qualitative research techniques were used. Several respondents namely education officers, headteachers, classroom teachers, children and parents were included in the study and views of 205 respondents – 119 female and 86 male were elicited. Results from major findings revealed that 1) pre-schools did examine the teaching-learning environment but the recommended teaching materials were not available. 2) The recommended pre-school teaching-learning techniques were not fully used in the implementation of the prescribed educational programmes. 3) There was a variety of children activities in pre-schools but less stress was put on the assessment of children’s socialisation. Consequently the study made recommendations to education policy makers, implementors and inspectors of pre-schools hoping that when they are responded to and implemented, there may be an improvement in the promotion of socialisation of children in pre-schools as a whole. These were: 1) The Department of Early Childhood to ensure monitoring of and maximum implementation of the recommended teaching-learning environment. 2) The Ministry of Education and Sports through the Teacher Training Colleges to offer periodic short courses to increase competency of teachers on recommended methods of delivery. 3) The Early Childhood Centres through the proprietors and headteachers to yearly review the assessment of the impact of the educational programmes.
An assessment of collaborative teaching approaches and pupils Zorzor districts in rural Liberia.

(Makerere University, 2013-10) Peters, J. Dozmah.

The purpose of this study was to establish the extent to which collaborative teaching approaches have contributed to the improvement of learning in Liberia’s elementary schools. Specifically, the study sought: (1) To examine the use of Collaborative Teaching Approaches in Elementary Schools in Rural Liberia; (2) To find out how the different Collaborative Approaches are enhancing the teaching and learning process in Elementary Schools in Liberia and (3) To find out whether there is a relationship between the use of Collaborative teaching approaches and pupils’ performance in Liberian Elementary Schools. The study was a cross – sectional survey in which both qualitative and quantitative data was collected. The study was conducted in eight elementary schools in Sanniquellie and Zorzor Districts. The sampled respondents were made up of 80 teachers including 8 principals and 2 district education officers (DEO) and 155 pupils. The findings revealed that the majority of teachers interviewed agreed that team teaching, Station Teaching, Parallel Teaching, Re-Teaching, and Pair work are successfully implemented as a collaborative teaching method. However, whereas a good number of schools effectively implement Supplemental Learning Activities, a good number of others have not. Though some schools are sufficiently equipped to encourage teachers to apply collaborative teaching approaches, a good number are not. Pupils’ views on collaborative teaching show that pupils in some schools have experienced collaborative teaching. Using the observation method, the researcher noticed that whereas collaborative teaching methods were carried out in some schools, in most of the schools, these teaching methods were not being carried out. The study also revealed that though most teachers are trained to apply collaborative approaches in class, they do not actually implement them in the classroom situation. The findings of the study also revealed that pupils thought collaborative teaching methods could improve on their performance in both science and arts subjects. The study showed that there is no significant relationship between Team teaching, Station teaching, Parallel teaching, Re-teaching and pupils’ performance. In other words, the study shows that Team teaching, Station teaching, Parallel teaching, and Re-teaching do not necessarily bring about an increase in pupils’ performance. The study concludes that whereas, some elementary schools used some collaborative teaching approaches, very many others do not do so. It is recommended that: Collaborative teaching should be made compulsory , government should reduce on the number of pupils in the classroom, the number of the trained teachers should be increased, government should conduct regular special workshops for teachers on how to implement collaborative teaching approaches, instructional materials should be provided and the sitting capacity of pupils should be improved since classrooms are small and cannot allow proper grouping of pupils in collaborative teaching approaches. There should also be support supervision and a monitoring team from the Rural Teacher Training Institutes (RTTIS) or Ministry of Education (MOE) to ensure that teachers fully apply what they have learnt from the RTTIS.

Browse

Browsing School of Education (SEd.) by Title

Results Per Page

Sort Options