School of Education (SEd.) Collections

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    The role of school-based professional development in improving teaching practices: a comparative study in selected primary schools in Hoima City, Uganda
    (Makerere University, 2025) Etigu, Kenneth
    This study explored the role of school-based professional development (SBPD) in improving teaching practices in selected government and private primary schools in Hoima City, Uganda. Using a comparative qualitative design, data was collected through interviews and participant classroom observations. The findings revealed that while both government and private schools implement school-based professional development activities such as workshops, peer observations, mentoring, and collaborative lesson planning, their frequency, focus, and administrative support vary significantly. In private schools, professional development was more structured and closely monitored, while in government schools, activities were often irregular and externally driven. Additionally, the study further established that effective school- based professional development fosters cooperation and collaboration among teachers, enhances pedagogical competence, promotes reflective practice, and cultivates consistency in instructional standards. Notably, the study documented challenges such as time constraints, heavy workload, limited resources, and inconsistent administration in school-based professional development activities. The study concluded that sustained, context-specific, and school-driven professional development is central to transforming teaching practices and improving learning outcomes. The study recommended strengthening school’s frameworks for continuous teacher learning through school-based mentorship, professional learning communities, and integration of SBPD into school improvement plans. The findings provide valuable insights for the Ministry of Education and Sports, policymakers, and school leaders in advancing teacher professionalism and educational quality in Uganda. Keywords: Professional development, School-based professional
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    Perceived impact of noise pollution on learner engagement during lessons in selected secondary schools in Lira City East
    (Makerere University, 2025) Akite, Betty Harriet
    The introduction of the first noise standards dates back to the early 1950s. In the 1960s and 1970s, numerous noise standards were introduced in many countries. The permissible noise level within the teaching learning environment ranges from 35 to80. However, several studies have implicated noise pollution as one of the factors contributing to poor performance in schools located in urban centres. Therefore, this study sought to assess the impact of noise pollution on learner engagement during lessons in secondary schools in Lira City East. The study adopted a cross-sectional survey design, which involved both quantitative and qualitative methods. The Integrating Sound Level Meter 2031A was used to record and measure the noise level at the study sites. Two hundred and ten (210) participants, comprising two administrators, eight teachers, and 200 students, were randomly selected to take part in the study. Playground noise emerged as the most frequently identified source of noise. Questionnaires, observation checklists, and interview guides were used to obtain data from the participants. The quantitative data obtained were analyzed through inferential and descriptive statistics. The findings revealed that noise intensities recorded in and around secondary school classrooms in Lira City East were significantly higher than the recommended level, thus disrupting daily activities. Furthermore, playground noise, construction work, loudspeakers, and classroom chatter were identified as the main sources of noise pollution. Correlational analysis revealed that there was a positive relationship between noise pollution and learners‟ engagement as high noise intensities significantly disrupted learners‟ concentration and attentiveness ( r = 0.091 and P 0.200, participation, and interaction ( r = -0.171and P =0‟015 during classroom activities. In conclusion, secondary schools in Lira City East are affected by a range of internal and external noise sources, resulting in elevated noise levels that significantly disrupt learner engagement during classroom activities. To address this challenge, there is a need for the establishment and enforcement of robust regulations on noise control within educational settings, including clearly defined penalties for non-compliance to maintain a conducive teaching and learning environment. Keywords: Noise pollution,
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    Institutional factors influencing students’ discipline in universities in Uganda: a case study of Makerere University and Kampala International University
    (Makerere University, 2025) Luttamaguzi, JohnBosco
    This study investigated how institutional factors influence students' discipline in universities in Uganda, with a focus on Makerere University and Kampala International University. Guided by the philosophies of pragmatism and constructivism, this qualitative research adopted a duo case study design to explore how rules and regulations, management practices, and service provision influence students’ discipline. The study's central research questions were: 1. How do rules and regulations influence students' discipline? 2. How do management practices influence students' discipline? and 3. How does service provision influence students' discipline? Data were collected through focus group discussions, interviews, and documentary reviews, involving diverse groups of participants, including students, administrators, lecturers, and policemen. Thematic analysis was employed to analyze the data, revealing key themes related to the influence of institutional factors on student discipline. Findings indicated that clear, consistently enforced rules and regulations, effective management practices and comprehensive service-provision, play a significant role in shaping students' discipline. This study concludes that institutional factors are crucial in promoting responsible behavior, compliance with regulations, honesty, and determination among students. The insights gained underscore the importance of a holistic approach in managing and supporting students to enhance discipline in university settings. The study recommends that university council and management should develop and implement comprehensive enforcement strategies: University management should also devise comprehensive student orientation programs and develop robust frameworks for delivering high quality students services that exceed, or at least meet, students’ expectations.
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    Caregivers’ self- efficacy in the implementation of play-based learning in selected pre-schools in Bukuku Subcounty, Kabarole District
    (Makerere University, 2025) Kaboneire, Dianah
    The study investigated on caregivers‟ self-efficacy in the implementation of play-based learning in selected pre-schools in Bukuku Subcounty Kabarole district. The study was guided by the following objectives; (i) to investigate the caregivers‟ planning ability in the implementation of play-based learning in pre-schools, (ii) to examine the caregivers‟ ability to adapt instructions in the implementation of play-based learning in pre-schools and (iii) to investigate the caregivers‟ risk management ability in the implementation of play-based learning in pre-schools. The study employed qualitative research method to collect primary data. The structured interview guide and key informants‟ guide were the main data collection instrument used to collect data from 10 participants. Data was analyzed using thematic analysis. Themes and subthemes were generated based on the emerging findings following the study objectives. The study findings on caregivers‟ planning ability in the implementation of play-based learning in pre-schools majorly were solid understanding child development by caregivers through recognizing that to plan effective play-based learning activities. The study findings on caregivers‟ ability to adapt instructions in the implementation of play-based learning in pre-schools majorly was structuring activities around the central of play-based learning in pre-schools and finally the study findings on caregivers‟ risk management ability in the implementation of play-based learning in pre-schools majorly supported risks children face while they are engaged in play- based activities and social risks were developed a theme relating to the risk management by the caregivers. The study recommends that the government should strengthen policies that support play-based learning in pre-schools by prioritizing caregiver training in planning, instruction, and safety, the ministry of Education should organize regular training programs to enhance caregivers‟ skills in planning, instruction, and risk management for play-based learning, pre-school management should create a supportive environment for caregivers by providing safe and stimulating play materials, encouraging teamwork, and promoting innovative practices and caregivers should strengthen their planning skills by designing age-appropriate and engaging play activities that meet learning objectives.
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    Teachers' use of play literacy strategies on children’s literacy development in selected early childhood education centers of Kammengo-Mpigi District
    (Makerere University, 2025) Namalwa, Annet
    This qualitative case study explored teachers‘ use of play literacy strategies—such as rich-print environments, phonemic awareness activities, and wordplay—to support early literacy development (including phonemic/phonological awareness, vocabulary, and narrative skills) among 3–6-year-old children in two early childhood education centres in Kammengo Sub- County, Mpigi District, Uganda. Guided by Vygotsky‘s sociocultural theory, the research employed purposive sampling, with face-to-face in-depth interviews conducted with two headteachers, two head caregivers, and four caregivers, alongside non-participant classroom observations. Findings indicated that caregivers valued play literacy strategies and utilised resources like old charts, flashcards, picture cards, rhyming games, songs, storytelling, role-play, and locally-made musical instruments. However, implementation was inconsistent and hindered by limited training, a shortage of diverse print materials, absence of writing centres, and scarce wordplay resources. Despite these obstacles, the strategies used fostered active engagement, social interaction, oral language development, and core literacy skills. The study concludes that while play literacy strategies hold considerable potential to promote early literacy when guided by knowledgeable caregivers, their impact remains limited by resource shortages and inadequate training. To align practice with Uganda‘s play-based ECD policy, systematic professional development, the provision of diverse print-rich materials, and ongoing pedagogical support are essential. Enhancing caregiver capacity will enable more comprehensive application of play literacy strategies, thereby improving children‘s phonemic awareness, vocabulary, and narrative skills for sustained literacy growth. Keywords: Play literacy strategies, Early literacy skills, Rich-print environment, Phonemic awareness, Wordplay, Early childhood education.