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ItemTeachers’ self-efficacy beliefs and integration of ICT in the teaching of mathematics in secondary schools: the case of Nakawa Division, Kampala District, Uganda(Makerere University, 2024)The use of Information and Communication Technology (ICT) in education began in 17th Century in Europe, later spreading to America, Asia, and Africa. In Uganda, the adoption of ICT tools for teaching mathematics started in 1970. However due to the mismatch between the need to prepare students for a digital age and underutilisation of ICT in teaching, this study was carried out to analysed the relationship between teachers’ self-efficacy beliefs and integration of ICT in the teaching of mathematics in secondary schools in Nakawa Division in Uganda. The aim of the study was to analyse the relationship between teachers’ sources of self-efficacy beliefs (mastery experiences, vicarious experiences, social persuasion and emotional states) and integration of ICT in teaching mathematics in secondary schools in Nakawa Division. The study employed a cross-sectional correlational survey involving mixed methods. Quantitative questionnaire data was collected from 86 randomly selected mathematics teachers. Qualitative interview data was collected from six purposively selected head teachers. Quantitative data was analysed using descriptive, Pearson correlation and linear regression methods. Qualitative data was analysed using qualitative content analysis. Findings indicate that teachers’ mastery experiences, vicarious experiences and emotional states each had a positive, significant, predicative but moderate relationship with ICT integration in mathematics teaching, but the vicarious experiences related weakly with this integration. Together, these teachers’ self-efficacy dimensions predicted ICT integration in mathematics teaching by 55.7%. The qualitative and descriptive results indicate that most of the mathematics teachers regularly used ICT devices to search for teaching content online, in lesson planning, classroom teaching and setting of tests and exams, but rarely used them to mark the set tests and exams. The study hence concluded that teachers’ self-efficacy predicts integration of ICT in mathematics teaching but moderately, thereby pointing to a need to improve this prediction by strengthening the established relationships. The study hence recommended to the head teachers to organise in-service training for strengthening teachers’ self-efficacy, but focus more on improving teachers’ use of ICT to evaluate students. Head teachers, Directors of Studies, heads of departments, teachers’ colleagues and students should also improve appreciation of mathematics teachers who use ICT to teach in order to strengthen their belief that they are able to use this technology to teach. Further research was recommended into other factors affecting ICT integration in mathematics teaching, since teachers’ self-efficacy did not account for this integration by 100%.
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ItemThe implementation of continuous assessment by teachers in government-aided and private secondary schools in Arua District: a comparative analysis(Makerere University, 2025)The comparatively examined the teachers’ effectiveness in the implementation of Continuous Assessment (CA) in government-aided and private secondary schools in Arua District. The specific objectives were: to compare how teachers have adapted to the setting of CA tasks; to evaluate the differences in how teachers score CA tasks and to compare the attitudes of teachers towards the implementation of CA in government-aided and private secondary schools in Arua District. This research was based on the Diffusion of Innovations Theory by Rogers, (2003). A Concurrent Design was employed with both quantitative and qualitative methods. The study consisted of 4 government-aided and 4 private secondary schools, 4 Directors of Studies as participants and 112 respondent teachers totaling 116 subjects. A simple random technique was used to select the schools and the teachers, while the Directors of Studies were purposively selected. Data was collected using self-administered questionnaires, document analysis checklist and in-depth interview guide. Audio recording was used to capture the interactions during interview sessions. Quantitative data was analysed using IBM SPSS (Version 21) while qualitative data was filtered and sorted according to codes, patterns and themes then it was descriptively explained under each objective. Findings revealed that in the private schools, the setting of CA tasks is not being done effectively because teachers have not yet properly adapted to this aspect of the CA reform, the scoring of CA tasks is done in similar way between the two school settings and all teachers hold related positive attitudes toward the implementation of CA reform. The study concluded that there are significant differences in how teachers have adapted to the setting of CA tasks in government-aided and private schools; there is no significant difference on teachers’ practice of scoring CA tasks in government-aided and private secondary schools and there is no significant difference in the teachers’ attitudes toward the implementation of CA reform in the government-aided and private secondary schools in Arua District. Among others, the study recommends that secondary school teachers should be regularly engaged in CPD activities to improve on their proficiency in CA blueprint construction, setting tasks, making assessment rubrics, working on the rating scale, and objectively scoring the students’ CA tasks. Lastly, the study suggested that other researchers should further explore the secondary school teachers’ attitudes toward CA as a strategy for improving the quality of education in Uganda.
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ItemFinancial literacy skills acquisition and application among women with physical disability in Kampala(Makerere University, 2025)Several studies have been carried out to investigate how persons with disabilities use financial knowledge and skills in their day-to-day lives and the therefore business operations. However, there is less in-depth insight into how women with physical disabilities (WPDs) acquire and apply financial literacy. This study, therefore, sought to analyse acquisition and application of financial literacy among women with physical disabilities in Kampala, Uganda a case of NUWODU beneficiaries. This case study followed a qualitative approach informed by the fundamental assumptions and beliefs of the interpretative paradigm. The study adopted the theoretical orientation of transformative learning, which has a fascinating connection with how WPDs can recognise and encounter financial challenges and biases to improve their competence and confidence. Data was collected through in-depth interviews, observations, and key informant interviews. Findings revealed that WPDs utilised a variety of learning options. They engaged in workshops and conferences, referred to printed materials, attended mentoring and coaching classes, and were involved in financial community outreach programmes. However, significant gaps remain between financial knowledge and practical application. Limited access to finances, inaccessible learning spaces, limited understanding of facilitators, and societal stigma hindered business success. The study recommended tailored financial literacy programmes designed in simplified formats, and advocacy for accessible financial services without prejudice and judgement. Additionally, learning should be conducted in accessible learning spaces as it is difficult for physically disabled persons to access existing classroom facilities efficiently. By addressing these gaps, a radical improvement in financial inclusion, economic empowerment and improved livelihood for WPDs can be realised.
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ItemThe application of problem based pedagogy in promoting creative writing among Luganda language students : a case of Kyambogo University(Makerere University, 2019)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.
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ItemAuthentic learning: exploring strategies for facilitating continuity of learning during pandemics in selected secondary schools in Uganda(Makerere University, 2023)Education systems need to withstand shocks that include conflict, disease, natural disasters and climate events, all of which lead to school closures. Alternative strategies are required to enable learning continuity and education provision amidst these shocks. The study was guided by four objectives namely: to find out the authentic learning environment features of online and offline strategies, the affordances of online and offline strategies, how teachers were supported to ensure continuity of learning and actions to be undertaken to prepare for future pandemics. The study applied interpretivist philosophical underpinnings. The technology affordance theory and Authentic Learning Environment principles provided a relevant analytical framework. A case study design was used to understand the unique experiences of schools’ administrators, students, teachers and parents on how they facilitated continuity of learning during the COVID-19 pandemic. Secondary schools known to have leveraged technology to support continuity of learning during the pandemic were purposefully selected. Data collection methods included in-depth interviews, focused group discussions and documentary analysis. Data was analyzed using Atlas-ti and framework analysis of the principles of Authentic Learning Environment (ALE) and affordance analysis. The findings revealed that almost all the nine (9) features of an authentic learning environment were utilized in the online and offline strategies that facilitated continuity of learning during the COVID-19 pandemic. Authentic learning features of online and offline strategies that facilitated continuity of learning in COVID-19 pandemic included; providing and promoting: authentic contexts, authentic activities, access to expert performance and the modelling of processes, multiple roles and perspectives, collaborative construction of knowledge, reflection, articulation, coaching and scaffolding, authentic assessment of learning within the tasks. Affordances of online strategies when using applications such as Zoom, WhatsApp, Google Classroom and Google meet included; sharing of content, learner behavior management, online group discussions, monitoring attendance, multimedia integration, real time interaction, facilitating research and collaborative learning while affordances of offline strategies included; accessing learning materials, document sharing, mobility of technology devices, access to multiple media applications, illustrations, recording events, and interaction. The forms of support given to teachers were economic, educational, and health-related support. Increasing internet access and strengthening teacher capacities in utilization of technology affordances were leading to-do actions as preparation for future pandemics. The study concludes that to ensure equitable and inclusive continuity of learning, consolidation of existing collaborations and expanding of partnerships to strengthen the role of parents, teachers and school administrators in supporting continuity of learning during pandemic times is a pre-requisite. Equally, improving socioeconomic conditions of learners and their families as well as developing teacher capacities in utilizing the affordances of Information Communication Technologies to effectively implement authentic learning environments for continuity of learning are critical to do actions.