School of Education (SEd.) Collections

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    Teacher induction and it's influence on teacher performance in public secondary schools in wakiso district.
    (Makerere University, 2026) Chemutai, Joy
    This study examined teacher induction and its influence on teacher performance in public secondary schools in Wakiso District, Uganda. Teacher performance was conceptualized across three dimensions: preparedness to teach, interpersonal relations, and learner achievement. Guided by the Theoretical–Practical–Interactional (TPI) model, the study adopted a convergent mixed-methods cross-sectional design, in which quantitative and qualitative data were collected concurrently, analyzed separately, and integrated at interpretation. Quantitative data were obtained from a questionnaire administered to 162 teachers, while qualitative insights were generated from interviews with 8 head teachers and 16 heads of department, focus group discussions with teachers, and document review. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed thematically. Findings show that most teachers experienced induction mainly as brief orientation activities focusing on administrative procedures, with limited sustained mentorship and instructional guidance. Despite these limitations, teachers perceived induction as positively influencing their performance. Statistically significant positive relationships were found between perceived induction and teacher preparedness to teach (r = 0.642, p < 0.001), interpersonal relations (r = 0.688, p < 0.001), and learner achievement (r = 0.611, p < 0.001). Qualitative findings complemented these results by revealing that induction enhanced teachers’ confidence, collaboration with colleagues, and use of varied instructional strategies, though its influence on learner achievement was indirect and mediated by school leadership and support structures. The study concludes that teacher induction, as perceived and practiced in public secondary schools in Wakiso District, plays a significant role in shaping teacher performance, particularly preparedness and interpersonal relations. It recommends the development of a structured national induction framework, strengthening school-based mentorship, and closer alignment of induction activities with classroom instructional needs
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    Enhancing learners’ reading comprehension skills through access to school reading materials in a selected secondary school in Kayunga District
    (Makerere University, 2026) Arionget, Esther
    This study investigated the impact of access to school reading materials on enhancing learners‟ reading comprehension skills in a selected secondary school in Kayunga district. The research investigated the types of reading materials available, learners‟ access to these materials, and the relationship between access to these materials and learners‟ reading comprehension skills. The study sought to establish how learners‟ reading comprehension skills could be enhanced through access to school reading materials in a selected secondary school in Kayunga district. The study adopted a qualitative research approach to gain a rich understanding of how school reading materials can enhance learners‟ reading comprehension skills. A case study design was employed to enable an in-depth understanding of school reading materials and reading comprehension skills. Focus group discussions and in depth interviews were utilized to gather insights from learners and educators, shedding light on their experiences, perceptions and challenges related to accessing and utilizing school reading materials for reading comprehension skills. A document analysis guide provided an additional data source ,offering a comprehensive perspective on learners‟ reading comprehension skills, and enabling identification of patterns and themes that illuminated the ways in which school reading materials can be optimized to support reading comprehension skills. The study found out that learners have access to school reading materials and school reading materials contribute positively to learners‟ enhancement of reading comprehension skills, however, despite having the materials, learners only maximize comprehension skills gains when teachers provide consistent support and guidance. It is therefore recommended that teachers offer maximum instructional support to fully leverage the materials for enhanced comprehension skills.
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    Exploring the role of hidden curriculum on student character building in selected government aided secondary schools in Kayunga District in Uganda
    (Makerere University, 2025) Mugiira, Rashid
    The study explored the role of hidden curriculum on student character building in selected government aided secondary schools in Kayunga District in Uganda, it was based on three specific objectives namely; to explore the role of teacher-student interactions; school culture; and peer relationships on student character building in the selected secondary schools in Kayunga District. The study used a phenomenological design, with a qualitative approach. The key participants were students, teachers and headteachers whose sample size depended on saturation of findings. These participants (students and teachers) were sampled using simple random sampling and finally, headteachers were purposively selected. Data were collected using interview, observation check list and focus group discussion guide. The collected data were thematically analyzed, and the results revealed that teacher-student interactions played an important role in student character building. On the second objective, it was concluded that school culture and environment play a positive role on students’ character building. It was therefore, concluded that while formal curricula in Ugandan secondary education emphasize academic achievement, the hidden curriculum plays a crucial role in shaping students' character traits. Recognizing and harnessing this aspect can foster more comprehensive character building, aligning with national educational goals and societal expectations. A conclusion was also drawn that a supportive peer network not only promotes academic engagement, but also mitigates negative behaviors such as bullying and social isolation. Peer-relationships could result into effective character building of students. Finally, it is worth noting that the physical, social, and academic environment as well as good school support systems play a crucial role in building a positive state of character building in learners which is always manifested in form of demonstration of moral values and ethics, development of social skills, resilience and perseverance, self-discipline and self-regulation and emotional intelligence among students.
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    Investigation of biodiversity resource use in biology teaching and learning at lower secondary schools in Oyam District
    (Makerere University, 2025) Akullu, Esther
    Biodiversity resources are essential for contextual, hands-on, and competency-based biology education, especially in rural settings. However, their effective utilization remains under examined in Ugandan schools. This study investigated the use of biodiversity resources in biology teaching and learning at lower secondary schools in Oyam District, Uganda. Specifically, it aimed to identify the types of biodiversity resources used, evaluate students’ perceptions of their impact on understanding and confidence in biology, and explore the challenges faced by teachers and learners in utilizing these resources. A descriptive cross-sectional survey design was employed, combining quantitative and qualitative approaches. A total of 143 participants—including biology teachers, head teachers, and Senior Four students were selected using purposive, and simple random, sampling across 11 secondary schools. Data was collected using questionnaires and interviews, analyzed using SPSS (version 22), and subjected to descriptive statistics, correlation analysis, and multivariate logistic regression. Thematic analysis was applied to qualitative data. Findings revealed that 95% of teachers used tangible biodiversity resources such as preserved specimens, water samples, and local animals, while only 42% reported using digital tools. Students reported improved conceptual understanding (99%), critical thinking (83%), and confidence (90%) through biodiversity-based instruction and fieldwork. However, challenges included limited ICT access, curriculum rigidity, large class sizes, inadequate teacher training, and minimal community engagement. The study concludes that while biodiversity resources significantly enhance biology learning outcomes, their potential is constrained by systemic and logistical barriers. Strengthening teacher capacity, promoting community involvement, and investing in low-cost innovations and ICT infrastructure are essential. Education stakeholders should integrate biodiversity into national curriculum frameworks and support its implementation through coordinated policy and resource allocation.
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    Investigating the relationship between Mathematics anxiety and Mathematics achievement among Lower secondary school students in Government-aided schools in Gulu City, Northern Uganda.
    (Makerere University, 2026) Drago, Patrick
    Mathematics is a significant subject in the school curriculum. Students are expected to learn the basic foundations of the subject, which is useful in functioning well in their everyday lives. This study examined the relationship between mathematics anxiety and mathematics achievement among lower secondary school students in Gulu City, Uganda. A cross-sectional correlational research design was used to collect data from 265 Senior Two students selected from five government-aided secondary schools. Data were collected using a self-administered questionnaire based on the Revised Mathematics Anxiety Rating Scale (RMARS) and analysed using SPSS version 21. Findings showed a statistically significant but weak positive relationship between mathematics test anxiety and mathematics achievement (Spearman’s rho = 0.173, p < 0.01). Furthermore, a Chi-Square value of 487.711 with 220 degrees of freedom and a p-value of 0.000 confirmed a significant relationship between numerical anxiety and mathematics achievement. However, there was no significant relationship between mathematics abstraction anxiety and mathematics achievement (Spearman’s rho = 0.085, p = 0.167). In conclusion, students' mathematics achievement is affected by mathematics test anxiety and numerical anxiety, while mathematics abstraction anxiety does not affect mathematics achievement. The study therefore recommends that teachers should create supportive learning environments, promote positive self-talk, and work together with parents to reduce mathematics anxiety and improve student performance in mathematics.