School of Distance and Lifelong Learning (SDLL)

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    Acceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
    ( 2019-07) Ukwai, Theodosius
    Poor parenting, especially use of harsh punishment, is associated with both behavioural and health consequences for children. A community based parenting pilot programme, ‘Parenting for Good Behaviour and Respectability’ sought to modify predictors of harsh parenting by discouraging harsh parenting and promotion of alternative discipline strategies in Wakiso district, Central Uganda. The study set to examine how the community parental education programme was culturally adapted, its influence on parent’s perceptions and practices regarding harsh punishment, and barriers to adopting positive discipline strategies. This qualitative research design, involved collection of data using in-depth interviews with parental participants and their children aged between 0 – 17 years old, plus focus group discussions and observation of sessions. Data was subjected to thematic framework analysis. In addition, the programme design involved; developing learning objectives, identifying and adapting existing materials to meet those objectives, and writing new exercises. Furthermore, parents reported that the programme improved their parenting skills, relationships with children and management of emotions. In addition, parents reported that harsh punishment ‘no-longer works’, and explored alternative discipline. However, some obstacles to adoption include limited motivation to use, and familiarity with, alternative discipline seen as time consuming, plus inequitable gender norms. Overall, this project was appreciated by parents, and has potential to discourage harsh punishment in the short term. Further research is needed to assess the long-term impact of the programme on harsh punishment and promotion of alternative discipline techniques.
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    Acquisition of child care knowledge and skills by rural non- literate women through informal learning processes
    (Makerere University, 2014-07) Nabirye, Juliet
    Although rural and urban parents differ in family resources, structure, kind of child care used, and services needed, little information is available. Significant rural/ urban differences in maternal education levels have been found with rural women having a fewer level of education and fewer advantages(Scanzori & Arnett, 1987). Rural women have been considered to be more likely to assume a traditional role of home care and maker than urban women. The central concern of the study was to understand the informal learning processes through which rural non-literate women who are mothers acquired childcare knowledge and skills, In trying to understand the informal learning processes through which rural non-literate women in Wabulungu village acquired childcare knowledge and skills, the researcher employed a qualitative case study approach in order to gain an in- depth understanding of the learning processes involved. In-depth interviews and informal observations were the main data collection methods used. Findings from the study show that non-literate women in Wabulungu village acquired child care knowledge and skills through informal learning processes that included modeling, coaching, and trial and error. Social gatherings were also an important source of information regarding childcare. Most mothers acquired child care knowledge and skills from more experienced people The knowledge and skills acquired were cumulative starting from when they were growing up, right up to date when they were married. This thesis concludes that the informal learning processes through which women acquire knowledge and skills in child care are never organized, but are contextual and always negotiated in social interaction. An important understanding which is raised when discussing child care practices and approaches is the ease that these understandings are accepted, reinforced and often go unchallenged. This study therefore recommend that Informal learning should be highly appreciated and considered in the curricular and the entire community in order to promote women groupings or meetings for the acquisition of childcare knowledge and skills .A possible explanation for this easy acceptance is that attributing maternal behaviour to nature is a comfortable and known position to justify behaviours and judgments about women as they learn to mother.
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    Adult education practices in agricultural training programs: a case of instructors at national crops resources research institute, Wakiso district, Uganda
    (Makerere University, 2023-11) Nakibinge, Rebecca
    This study explored the adult education practices in agricultural training programs at the National Crops Resources Research Institute (NaCRRI) in Namulonge, Wakiso district, Uganda. It used the interpretivist research paradigm, a qualitative research approach, and a case study research design with three specific objectives: finding out the qualities needed for facilitating adult learning that instructors are aware of and possess; examining how agricultural instructors conduct the teaching and learning process for adults; and then assessing the teaching and learning methods used. Data on awareness and possession of qualities for teaching adults was qualitatively obtained from ten (10) instructors. Data on teaching and learning processes were obtained by interviewing the instructors and observing four (4) training sessions that were conducted, and these data were manually and thematically analysed. The findings reveal that the trainers are aware of and possess the qualities and skills needed for training adults, even if they have no professional and specific training in adult education. Although instructors conduct needs analysis, use participatory methods, combine theory and practical learning, and evaluate learning, some gaps were noted. Instructors aren’t mindful of the dominance of some learners when using the group discussion method. While the teaching materials are well illustrated with pictures that depict the local farming context of learners, the texts are in English, yet some farmers are semi-literate. Besides, there’s no learner’s manual for further consultations during and after the training. In terms of teaching methods, only two participatory methods, i.e., demonstration and group discussion, are used, mainly because the content and majority of the learners they teach are semi-literate, which requires practical and experiential sharing. In line with the perspectives of Mezirow’s transformative learning theory, the trainings are on course to promote perspective change since critical thinking is elicited through some participatory teaching methods. This study concludes that adult education practices are being applied because instructors are aware of and possess the needed qualities for training adults. However, there are some gaps in the actual application of their skills, as detected by instructors not being cognizant of dominance in group discussions, learning materials’ text in English, and the absence of learners’ manuals. This study recommends that NaCRRI conduct workshops for instructors to appreciate more adult education methods for teaching semi-literate adult learners and explore the possibilities of using information and communication technologies during training and for mobile learning at a distance. Future research should investigate the absence of other participatory and adult-centred facilitation methods in agricultural training programs.
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    The awareness levels and the use of mobile devices in teaching and learning practices in higher institutions of learning : a case of Bachelor of Adult and Community Education of Kyambogo University
    (Makerere University, 2022) Nakimwero, Mary
    This study assessed the “awareness levels and the use of mobile devices in the teaching and learning practices in Higher institutions of Learning; a case of Kyambogo University”. The main purpose in this study was to assess the influence of awareness levels on the use of mobile devices to facilitate teaching and self-directed learning among the lecturers and students of the Bachelor of Adult and Community Education of Kyambogo University. The specific objectives were: to assess the awareness levels of the educational role of mobile devices; to examine the ways through which mobile devices were used to facilitate teaching and learning and to establish the factors that determined this usage. A single case study with descriptive statistics guided a mixed methods approach to assess m-learning practices in-depth. The study used interviewed five lecturers using an interview schedule and 100 students using a semi-structured questionnaire. Qualitative data were analysed using thematic analysis while quantitative data was analysed using descriptive, factor analysis, and multiple regression methods. The key findings from the study indicate that; concerning objective 1), Most of the lecturers and students were generally aware of the educational role of mobile devices. The low levels of awareness were registered in using these devices to write down lecture notes, scheduling of academic programs, managing of students’ academic grades, and translate information from one international language to another. Key findings on objective 2) indicate that the use of mobile devices was irregular in teaching practices such as searching for relevant academic information, updating and delivering lecture content, sending coursework to students, and marking assignments online. The usage of mobile devices was also irregular in self-directed learning practices such as surfing the internet to download relevant online academic documents, developing learning schedules, collaborative learning through peer discussions, and classroom learning. Findings on objective 3) highlighted favourable attributes of mobile devices such as inbuilt applications that support online collaborative teaching and learning, portability, and compatibility with teaching and learning practices as the key enablers of m-learning. The limiting factors included the high cost of airtime and data bundles, lack of network and internet connectivity, mobile device affordances, and allocation of inadequate time, lecturers’ and students’ uncertainty concerning the privacy and security of their content, and lack of clarity about KYU policy on the mobile device used to facilitate learning. From these results, the study concluded by stressing the fact there is a ray of hope concerning M-learning practices in KYU BACE if the lecturers' and students’ awareness levels concerning the comprehensive educational roles of mobile devices were high. This would improve the regularity of using these devices. Consequently, the study recommends to KYU BACE Department sensitize lecturers and students to increase their levels of awareness on specific educational functions of mobile devices, and embrace the use of mobile devices regularly. The study also recommends that the University policymakers and administrators address the limiting factors; like strengthening network and internet service connectivity at KYU and students’ places of residence, developing and disseminating the policy on the use of mobile phones in teaching and learning, subscribing to online credible sites so that students are sure of the sources. Further research into the use of mobile devices using objective data exchanged on these gadgets on platforms used for teaching and learning since most of the data collected in this study was highly subjective to respondents’ discretion.
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    Blended learning and academic achievement in mathematics: a case of Budo Junior School
    (Makerere University, 2023-10) Jjuuko, Moses
    The study purpose was to find out the relationship between blended learning and academic achievement in Mathematics at Budo Junior School’. The study was guided by three specific objectives; To find out the relationship between traditional teaching approach on students achievement in mathematics in Budo Junior School. To establish the relationship between technology-mediated teaching approaches on students’ achievement in mathematics in Budo Junior School. To measure the extent to which application of both traditional and technology mediated teaching methods relate with students’ achievement in Budo Junior School. The study used a cross sectional survey design with both quantitative and qualitative research approaches. Data was obtained from a population of administrative staff, teachers, and students, who all numbered to 141 respondents. Data was analyzed using frequencies, percentages. The study objectives were analysed using Pearson Correlation Co-efficient to establish the relationship between the independent and dependent variable. Thematic content analysis technique was used to analyze qualitative data. The study found that the contribution of traditional teaching approach was insignificant value (P = .131) was greater than the alpha / threshold value. The study found out that there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School where (r = .619; sig. value. .009<0.01). The study concluded that there is there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School. The study found out that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase of application of both traditional and technology-mediated teaching methods leads to an increase students’ achievement in mathematics in Budo Junior School. By implication therefore, the level of application of both traditional and technology mediated teaching methods can positively influence students’ achievement in mathematics in Budo Junior School positively and this calls for more improvement in application of both traditional and technology mediated teaching methods. The study concluded that traditional teaching approach has not contributed to students’ achievement in mathematics in Budo Junior School. However, the study concluded that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase in of application of both traditional and technology-mediated teaching methods leads to an increase in students’ achievement in mathematics in Budo Junior School. The study recommends that the working environment for staff should also be improved upon in terms of salaries and wages, as well as the availing the necessary equipment for work. Equipment like, printers, computers and internet connectivity should be availed to the officers to facilitate their smooth operations in their daily activities. This would induce them and boost their efforts in the management of lessons, especially using an automated system. Mathematics teachers should try to rewards, prizes and incentives to students who pass and are active in class. These would help to encourage other students to develop a positive attitude towards mathematics. The study also recommends that teachers should adopt, apply and maintain excellent classroom management skills such as mathematics teacher creating and maintaining environment that is conducive to student learning, establishing and maintaining good relationships with students to help them learn better, mathematics teacher engaging in a range of class planning activities, mathematics teachers ensuring that there is noise control in the class when teaching and ensuring that there is class coordination when they are teaching.
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    Christianity and rural community literacy practices in Uganda
    (Journal of research in reading, 2007) Openjuru, George Ladaah
    In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
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    Contribution of clinical supervision towards effective teacher performance among Early Childhood Development (ECD) teachers in Uganda. a case of three schools in Rubaga division
    (Makerere University, 2023-11) Karungi, Annet
    This descriptive qualitative research study examined the extent to which clinical supervision contributes towards effective teacher performance among ECD teachers in Uganda, taking a case of three schools in Rubaga Division. It was grounded on Proctor’s model of clinical supervision (1995) and The Theory of change, popularised by Anderson (2005) & Weiss (1995). The study was guided by three objectives that is; to find out the perceptions of school administrators about utilization of clinical supervision in ECD centers in Uganda, to analyze the contribution of clinical supervision towards improvement of teachers’ pedagogical practices in ECD and to assess the contribution of clinical supervision towards provision of quality guidance and counseling skills among ECD teachers. Data was collected using interview guides, focus group discussions, document review and lesson observation from fifteen participants recruited from three ECD centers. Three of these were school administrators while twelve were teachers. Two teachers in each school underwent four sessions of clinical supervision while the other two had administrative supervision at the beginning and end of data collection which acted as a base line survey. Findings indicate that school administrators are willing to embrace clinical supervision if trained on how to use it, and to a greater extent, teachers clinically supervised improved in many aspects of their pedagogical practices as well as guidance and counselling skills as compared to their counterparts monitored through administrative supervision. It is therefore concluded that clinical supervision significantly contributes to effective teacher performance in ECD Centres and thereby recommend that administrators should incorporate it in their day-to-day practice.
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    Distance learners' attitudes and experiences of MUELE ICT Support services at Makerere University.
    (Makerere University., 2021-02-23) Kasula, Susan
    Delivering relevant support services using a Learning Management System (LMS) demands an understanding of the type of learner being reached, and provision of the right guidance for them to use the LMS. This study set out to explore Makerere University Bachelor of Commerce (External) learners’ attitudes and experiences of MUELE ICT support services. The objectives of the study were to: assess the student proficiency skills, use the revised Technology Acceptance Model (LMS-TAM) to predict the factors that affected their behavioural intent to use MUELE, and explore the lecturers' perceptions about the students' experiences with MUELE ICT support. This descriptive cross-sectional study involved distribution of self-administered questionnaires to 95 students and interviews of two lecturers. Quantitative data was exported to STATA and R programme for statistical analysis, where Logistic Regression, generated information for E-readiness skills, and Structural Equation Modelling, predicted factors that influenced the behavioural intention of learners to use the LMS. Audio recordings of oral interviews were transcribed, saved as text files and exported to the RQDA package in R programme for content analysis where data was coded then categorized into themes . Students showed e-readiness in form of: significant proficiency at using Microsoft Office applications and ownership of Information and Communication Technologies. Enjoyment and perceived usefulness were predicted as factors that significantly influenced the students’ behavioural intention to use the LMS, while themes that emerged out of the interviews were: benefits and challenges that learners experienced in using the LMS, including the role of the lecturer and the institute. There is room to exploit students' digital capabilities and related ownership of a large number of smart phones, including the fact that they are more likely to use the LMS when they perceive it as enjoyable and useful. Lecturers also suggested that appropriate training on how to use the LMS is important for each student.
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    Distance learning library services in Ugandan universities
    (Taylor & Francis, 2013) Mayende, Jackline Estomihi Kiwelu ; Okello-Obura, Constant
    The study carried out at Makerere University and Uganda Martyrs University in 2010 aimed at providing strategies for enhanced distance learning library services in terms of convenience and adequacy. The study adopted a cross sectional descriptive survey design. The study revealed services provided in branch libraries in Ugandan universities were inadequate compared to the main libraries in the main campuses. The library services were convenient to a few of distance learners. About 209 (61.8%) learners from the two universities studied could not easily access the library services provided in the universities and 18 (5.3%) did not access them at all.
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    Enhancing learning outcomes for learners with visual impairment through Makerere University E-learning environment.
    (Makerere University, 2023-10-23) Rwabu, Elizabeth
    The study sought to examine the experiences of learners with visual impairment in using the Makerere University E-learning Environment in their learning process. Due to the challenges occasioned by the COVID-19 pandemic, all educational institutions were closed down and no physical meetings were permitted. However, institutions of higher learning were permitted to reopen using a blended learning mode that included online learning. At Makerere University, online learning is carried out using the Makerere University E-Learning Environment (MUELE) – a Moodle based Learning Management System. This study was guided by three research questions; what are the learning needs of learners with visual impairments on MUELE? What challenges do learners with visual impairment face while using MUELE? How can MUELE be enhanced to support the e-learning needs of learners with visual impairment at Makerere University? Through the Sequential mixed methods research approach, data was collected using a questionnaire with open and closed ended questions, an Observation check list and Focus Group Discussion guide tools. Using these tools helped in giving a clear understanding of the research problem. Design Based Research design was applied right from analysis of the problem to guidance of the design of an accessibility course for learners with visual impairment on MUELE. Data was collected and the intervention improved iteratively. The findings indicate that most learners with visual impairment are struggling to adapt to online learning. Learners reported various challenges which include; lack of appropriate technology, inadequate technology skills and knowledge in the use of screen readers to navigate the learning management system, and inaccessible content. The study concludes that there is need to enhance the capacity of MUELE since it is an important tool used to measure and monitor progress of the learning outcomes at the University and more specifically for learners with visual impairment (LVIs) that attend the mainstream classes. Thus, the study recommends that MUELE should be tailored to meet the learning needs of Learners with Visual impairment (LVIs) to enable them access and use content that is accessible to all learners regardless of their status.
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    An ethnographic study of rural community literacy pactices in Bweyale and their implication for adult literacy education in Uganda
    (University of Kwazulu-Natal, 2008-03-15) Openjuru, George Ladaah
    This was a study of rural community literacy practices in Uganda. I used the social practices theory of literacy as a theoretical framework to investigate literacy use in rural community life in Bweyale. The social practices theory of literacy sees literacy as variable social practice that can only be understood within the social context of its use. Consistent with the social practices theoretical perspective and following similar research traditions in this area of literacy study, I used ethnographic research methods to collect data and grounded theory methods to analyse data on literacy use in Bweyale. The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life, making rural people use literacy in many rich and creative ways. Most people, regardless of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life. The study also found that the conception of literacy among rural people in Bweyale is similar to the dominant conception of literacy. In this conception, literacy is seen as equal to education and/or schooling and it relates to modernity. Rural people see literacy as a valuable and important aspect of life. The literacy they value most is the dominant English language literacy. This is due to the multilingual nature of Uganda and the national language policy that made English the dominant language of literacy even in rural community life. The use of English literacy is also reinforced by its use as the language of instruction in Uganda’s education system where most people learn how to read and write. This dominance of English complicates literacy use in rural community life because it brings in the need for translation, especially when people who do not understand English are involved in a literacy event. It also complicates local language literacy learning. The use of English is closely associated with the dominant non-traditional activities like school education, the police service, modern trade practices, and to some extent, Christian religious practices. Local language literacy is mainly used when communicating information relating to traditional activities, for example, traditional medicinal practices or for personal use. The study recommends that adult literacy education curricula should be tailored to the local literacy practices of the people for whom the literacy programmes are being developed. This will help to make the literacy programmes immediately relevant to the everyday literacy practices of the learners’ community. The programmes should promote literacy use in the community by exploring new areas of literacy use in rural community life. These are areas in which the use of literacy could lead to better management of some activities in rural community life. In all, rural people are literate in ways that are not acknowledged in dominant literacy thinking and hence even by rural people themselves. This way of thinking must be discouraged.
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    Exploring barriers in accessing university education by hearing impaired students: A case study of Makerere and Kyambogo Universities
    (Makerere University, 2015-11) Kyazze, Ssanyu Edward
    The study explored the barriers in accessing university education by hearing impaired students using Kyambogo and Makerere Universities as a case study. The study employed a qualitative research approach using a case study design since it is suitable for detailed analysis of a situation. The study had input from 28 key participants who were selected using purposive, snowball and convenience sampling techniques. Data was collected using focus group discussions and interviews. The study was to identify the barriers faced by hearing impaired students (HIS) in Makerere and Kyambogo Universities and to investigate coping strategies used by hearing impaired students at the two Universities in dealing with their academic and social barriers, and which also examined mechanisms that are used to support the teaching and learning of Hearing impaired students It was found out that, Hearing Impaired Students (HIS) at a university experience a range of barriers and frustrations, some of which included, social isolation within the universities, difficulties in note taking, identifying and paying for interpretation services among others. In addition, private hearing impaired students suffer the most. More so, Uganda has no specific university for Students With Disabilities (SWDs). However, with the provision of support services from fellow peers, university and external world; HIS have managed to cope with university education. The study concludes by noting that, HIS face a number of barriers that are either institutional, social cultural or attitudinal but with the provision of a series of support services within the universities to enable (HIS) to move on the same pace with their hearing peers. Creating an enabling environment gives hope for addressing such barriers. However, this requires a philosophical shift towards a Universal Instructional System that incorporates students of different abilities. This would enable access to education by HIS to take its natural course. since meeting the needs of HIS goes beyond addressing issues of campus climate and student life to examine the culture of learning and teaching, This therefore requires attitudinal change and our critical obligation is to expand our notions of whom and what represents successful learning. In-service training to university key staffs, awareness workshops, sign language interpreters monitoring system, free services to all HIS, promotion of sign language education, establishment of a disability based university and English lessons for HIS are the study recommendations. The culture of teaching and learning vice- versa needs of HIS; impact of an integrated education system on successful accessibility and completion of HIS and public investment in the education of HIS emerged as areas that require further research.
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    Family planning education and practices amongst rural non-literate women in the reproductive age: The case of Mbaare Sub-County, Isingiro District
    (Makerere University, 2014-11) Garuzooka, John Francis
    This study aimed at finding out about the family planning education and practices of rural non-literate women in the reproductive age in Mbaare Sub-County Isingiro District. It specifically intended to assess the attitude of non-literate women towards family planning; to determine how non-literate women acquire family planning knowledge; to identify the different family planning practices used by non-literate women in the reproductive age and to find out family planning education needs of non-literate women if they are to effectively use family planning. In trying to understand the above objectives, the researcher employed an exploratory study design in order to gain an in- depth understanding of the responses regarding family planning education and practices of rural non-literate women of Mbaare. In-depth interviews and Focus Group Discussions (FGDs) were the main data collection methods used amongst thirty four (34) rural non-literate women. Findings from the study showed that rural non-literate women in Mbaare Sub-County acquired family planning knowledge and information through friends, peers, relatives, Traditional Birth Attendants, the local radio and very few from health centers. This information was mainly acquired informally and through experience and this greatly influenced their attitudes which were negative towards family planning utilization. They used the information and experience from friends, relatives and peers to make their own family planning choices and decisions than relying experts‟ knowledge. This knowledge that was acquired informally was inadequate, lacking in scientific evidence and therefore could not favorably allow women to utilize modern family planning services effectively considering many challenges they faced including lack of sexual feelings, prolonged bleeding, loss and gain of body weight among others. This research concludes that experiential and informal learning processes through which rural non-literate women acquire knowledge and information on family planning methods are never organized and planned by family planning experts an issue that has greatly created a knowledge gap between the family planning practitioners and consumers in this case the non-literate rural women. These knowledge gaps negatively influence the attitude of women towards family planning use, creating the unmet need as is the case for Mbaare S/c. This study therefore recommends that specific Village Health Teams be trained to identify and train those mothers and peers to disseminate adequate family planning information, and that the Functional Adult Literacy that teach non-literate women how to read, write and numeracy skills should be utilized to make the women access FP information. Also, a variety of media can be adopted rather than depending on just informal learning approaches.
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    Flipped classroom instructional strategy and learner achievement in high school Geography: a case of Kasengejje secondary school in Wakiso District
    (Makerere University, 2022-06-21) Kakson Twinomujuni, Nathan
    The study set out explore the use of the flipped classroom instructional strategy in the teaching of geography in order to develop a model lesson plan for use of the flipped classroom in schools that are poorly served with information communication technologies. The specific objectives of this intervention were; to find out the in-class learning activities that are effective for optimal use of the flipped classroom approach in the teaching of high school geography classes, to establish effectiveness of offline technology tools in the delivery of lecture materials for implementation of the flipped classroom instructional strategy, and to find out the learners’ attitude towards the use of flipped classroom approach in teaching of high school geography. The study was underpinned by the Cognitive Load Theory. The Design-Based Research protocol was followed, and the mixed methods approach adopted. The study was a quasi-experimental research and adopted a one-group pretest-posttest design. The study was carried out at Kasengejje Secondary School in Wakiso district in Uganda. It involved 51 participants who were drawn from one cohort at ordinary level. The findings show that a combination of review of video, quiz, group discussions, group presentations, and writing individual assignment were appropriate in-class activities in a flipped classroom learning environment. The findings also indicate that offline technology tools were effective in sharing video lessons. The findings further reveal that the participants obtained better scores in the posttest than in pre-intervention scores and had positive attitude towards the flipped classroom pedagogical strategy. The findings also reveal that the ASSURE model lesson plan was successful in lesson delivery in a flipped classroom learning environment. The study recommends that the flipped classroom instructional strategy be adopted in the teaching of geography as it is capable of improving learning achievement. Instructors in distance teacher training institutions should use flipped classroom strategy to train teachers in order to promote its use in schools.
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    Issues in women learning to be entrepreneurs in Uganda: the case of the women at Buganda road craft Africa village,Kampala.
    (Makerere University, 2021-04-29) Nyangoma, Jessica
    The study investigated the process of women learning to become entrepreneurs and specifically focused on the experiences of the self-employed women working at the Buganda Road Craft Africa Village in Kampala, the capital City of Uganda. Immersed in a qualitative approach and using a case study design, the study sought to: (i) examine factors that drive women at Buganda Road village crafts in Kampala to join entrepreneurship ventures; (ii) establish strategies they adopt to learn to become entrepreneurs; (iii) analyze the nature of empowerment the women gain through starting up businesses; and document some of challenges the women experience in their course of learning to become entrepreneurs. Qualitative data from 40 purposively sampled women analyzed thematically revealed that whereas there are many factors drove to join business, the most important ones were unemployment and the desire to increase their personal income. Women learned to become entrepreneurs using various strategies but the majority referred to their experience and networking with others through different activities that helped them to incidentally learn some of the skills and abilities of being an entrepreneur. The study further revealed that the ability to work independently and the discovery of some latent talents made women feel empowered. The challenges women face are numerous including high taxes, seasonality of crafts business and stiff competition from people who use modern technology to duplicate local crafts and come back to sell them expensively. Amongst others, the study recommended that women liaise with relevant government authorities and Civil Society Organizations that can help them access integrated literacy and numeracy programmes to enhance their business management skills and also pursue learning as a lifelong process. Lastly efforts should be made to advocate for women to enjoy equal rights with men in the business sector and government should intervene on issues related to high taxes and rents that affect women’s businesses negatively.
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    Leaning to lead : the case of water source committee members of Labongolayamu sub-county in Kitgum District
    (Makerere University, 2019-11-25) Afoyochan, Winfred
    Water source committee (WSC) members are the management bodies of rural water facilities. Their roles encompass paying hand pump mechanics, hand pump maintenance, recording of financial flows, planning of weekly and monthly meetings about progress, managing community use of the water system including arbitration of any disputes and prevention against damage, amongst other roles. To understand whether WSC members learnt to carry out their roles, this study was designed. Three key questions asked and answered by this study were; what roles and responsibilities are held by the different WSC members in Labongolayamu Sub County, Kitgum district? How have members of the WSCs learnt to perform their specific roles and responsibilities in Labongolayamu Sub County, Kitgum district? and how does the learning meet the needs of the WSC members in Labongolayamu Sub County, Kitgum district? By answering the above questions, the results from the study would inform policy revisions to address challenges facing WSCs in the area and across Uganda. This research adopted the transformative learning theory by Jack Mezirow, and the theory of education of Paulo Ferire, focusing on dialogue, praxis, problem posing education vs banking education and conscientization. The study was qualitative in nature and qualitative data collection methods like Focus Group Discussions (FGD), in-depth interviews, document review and observation were used to collect data from thirty (30) respondents. The study also drew so much from the Interpretive or constructivist paradigm, which holds that knowledge or reality is constructed according to how people make meaning in their lives. Key conclusions where that the different roles and responsibilities performed by the WSCs included collecting user fees on a regular or monthly basis and paying HPMs, Individual behaviour like lack of trust by the water user community in their WSCs was the main reason for water users not willing to pay user fees and the reason why other water users preferred individual water facilities. There were other water sources where community members were able to collect water without paying. WSC members have learnt to lead, through performing their roles and responsibilities as WSC members, although their work is hindered by several factors. Recommendations were drawn and when they are implemented, operation and maintenance (O&M) will improve.
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    Learner engagement through co-creation of knowledge in a blended online learning environment at Makerere University in Uganda
    (Makerere University, 2022) Inapat, Abigail Salome
    The increased adoption and integration of technologies into teaching and learning in Higher Education Institutions has created opportunities for more collaborative and participatory relationships among teachers and learners. This has implications for the changed teacher-learner roles, for course design and for the strategies and approaches to be used to enhance learner engagement and facilitate knowledge co-creation in technology mediated learning environments. This study provided an understanding of the design requirements of blended learning environments for knowledge co-creation, the extent and strategies of learner engagement through knowledge co-creation and the approaches of knowledge co-creation in blended courses. The research was underpinned by the concepts of active learning based on Lev Vygotsky’s social learning/constructivism theory and Jean Piaget’s theory of Constructivism. The two theorists argue respectively that learning primarily happens through social interactions and communication with others such as peers and teachers alike and that learning is an active, constructive process where the learner is a knowledge constructor, creating their own subjective representations of objective reality. A qualitative research design within the Design-Based Research (DBR) approach was used in the study which involved undergraduate students and lecturers who designed blended course modules in a Virtual Learning Environment. Data were collected through 6 structured interviews and 3 focus group discussions with an average of 5 to 8 students in each group. Thematic analysis method was used to analyze data. Data from the VLE were accessed and analysed. The study established nine (9) themes with different design requirements that facilitate knowledge co-creation in blended learning environments. The findings of the study showed that knowledge co-creation to a great extent increases student engagement despite the unique challenges presented by technology, and that developing broad and competence-based activities, use of real time interactive tools and the lecturers’ involvement in the discussion forums are some of the approaches for enabling co-creation in blended courses. These findings support the call for the integration of knowledge co-creation approaches in the design of blended learning environments rather than solely relying on the teacher-centred pedagogy.
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    Learner support in online learning groups to enhance collaborative learning: A case of Makerere University
    (Makerere University, 2023-08-24) Nkurirehi, Nicholas Bwebare
    The study examined how learner support in online learning groups can be used to enhance collaborative learning at Makerere University. To meet this requirement, this study investigated the perceptions and experiences of working with online learning groups, explored the nature of learner support in online learning groups, examined challenges faced by online learning groups, and established learner support strategies that can enhance online learning groups for collaborative learning at Makerere University. The study was guided by the Social Cultural Learning Theory and Salmon’s Model. An exploratory case study design was used, and a sequential mixed methods approach was adopted. The study was conducted at Makerere University, Kampala, Uganda. It involved 85 participants who were drawn from MIDT and Bachelor of Commerce classes, and Online Instructors and Coordinators of the programmes respectively. Findings revealed that since learning is a social activity it requires social support systems from both tutors and peers to enhance collaborative learning. However, the nature of support needed varies and manifests in different forms ranging from internet connectivity, facilitator or tutor presence and guidance, mobilisation of groups, extending ICT training opportunities, and giving adequate time to the learners. The challenges realised were poor internet accessibility and infrastructure, limited time for preparation, heavy workloads, the inadequate orientation of learners to online learning groups, and collaboration. From the findings, it is recommended that the university pays close attention to continuous training of the teaching support staff in managing online learning groups, encourage learners to use public internet cafes and kiosks within their reach, design courses reflecting learners' needs, encourage continuous communication of instructors with learners and devising means to motivate online instructors.
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    Learning groups in MOOCs: Lessons for online learning in Higher Education
    (International Journal of Engineering Pedagogy, 2017) Mayende, Godfrey ; Prinz, Andreas ; Isabwe, Ghislain Maurice Norbert ; Muyinda, Paul Birevu
    When there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes through identification of effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can help making online learning groups effective.
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    Learning management system as an authentic assessment tool : the case of Makerere University
    (Makerere University, 2022) Namutebi, Hellen Sylvia
    The latest advances in technology have transformed teaching, learning and assessment in the higher education landscape. The transformations have enabled several universities to utilize the Learning Management System (LMS) to reach out to distance learners. Whereas distance learning requires that students collaborate on their learning tasks and obtain timely feedback, it is not the practice with lecturers at universities. Their practice of using LMS does not meet students’ requirements in distance learning since it is not adequately authentic. This research seeks to answer the following questions: How is content designed on the MUELE platform? What skills do learning activities promote among students on MUELE? Which learning supports are utilized in the assessment of students on MUELE? An action research case study was adopted where 6 course units were observed and 8 participants interviewed, guided by Herrington’s nine elements for authentic learning. Data was analyzed and the results revealed that some content was not designed in line with authentic principles especially in theoretical courses which contradicts Herrington’s elements for authentic learning. Concerning learning activities, students are given more of individual tasks rather than collaborative tasks, which limits their opportunity to reflect, collaborate and articulate their responses on the system. More to that, concerning learning support, there is limited support and untimely feedback on students’ activities. In conclusion, authentic learning principles provide effective guidelines for implementing authentic assessments in an online environment. Therefore, the study generates principles to guide lecturers to utilize MUELE as an authentic assessment tool and recommends instructors to adopt all the affordances of MUELE when designing content, learning activities and supporting learners. Lastly, teacher motivation and training on how to assess students in an online environment needs to be encouraged.