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ItemEnhancing the teaching of Luganda 335/2 using authentic scenario-based items in a selected school in Wakiso District(Makerere University, 2025)Scenario-based teaching approach that was implemented in schools in Uganda has raised concern among secondary school teachers in general and Luganda teachers in particular. The study aimed at exploring how the teaching of 335/2 could be enhanced using authentic scenario-based items in a selected school in Wakiso district. It was guided by the following objectives; (i) to explore how Luganda teachers use the different types of scenario-based items during the teaching of 335/2, (ii) to analyze the challenges faced by Luganda teachers during the teaching of 335/2 using scenario-based items, and (iii) to explore how Luganda teachers could enhance the teaching of 335/2 using authentic scenario-based items. The study was anchored in Vygotsky’s Sociocultural Theory (1978), which emphasizes that learning is a socially mediated process. This qualitative study specifically used Focus Group Discussion (FGD), Documentary Analysis, Participant observation and Field journals methods supported by FGD guide, Documentary Analysis guide, Observation guide and Field journal Notes. Respondents were the four Luganda teachers in that selected school. Basing on the findings Luganda teachers frequently use a variety of scenario-based items, including real-life, roleplays, problem-solving tasks, and collaborative group activities, to make lessons more engaging. However, the study also revealed that Luganda teachers face several challenges in using scenario-based items, including scarcity of resources, limited time for preparation, large class sizes, inadequate training, and financial constraints. The study also found that teaching Luganda Paper 335/2 can be enhanced when teachers integrate authentic scenario-based items, analyze the content before use, collaborate with colleagues, and carefully prepare supporting materials, thereby improving learner engagement and mastery of language skills. The study recommends that teachers receive targeted trainings on the use of scenario-based items in their language instruction to equip them with the skills of designing authentic and contextually relevant scenarios, thereby enhancing leaner engagement and mastery of language skills.
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ItemInstructional materials and students’ academic performance at lower secondary level in government aided secondary schools in Namutumba District(Makerere University, 2025)The purpose of the study was to examine the relationship between Teaching Instructional materials and Students Academic Performance at Lower Secondary Level in Government Aided Secondary Schools in Namutumba District. Instructional material plays a very important role in the teaching learning process. Population of the study comprised all government aided secondary teachers in Namutumba District. Overall, a total of 5 government aided secondary schools and 280 teachers (270 teachers and 10 Directors of studies), then 164 teachers (5 Directors of studies and 159 teachers) from each school were randomly selected as the sample of the study. An Embedded research design and correlation method was used, both quantitative and qualitative data which was collected. The study used both simple random sampling and purposive sampling. Data collection instruments used were Self-Administered Questionnaire, Interview Guide and Observational tool. Pearson correlation was used to find out the relationship and Regression analysis with linear function was used to find out the differential impact. The study identified that there is a great deficiency in the use of teaching instructional material in the teaching and learning process as students’ academic performance is concerned. The study concluded that the less availability, misallocation and the deficiency in the use of instructional material lead to the wastage of resources, the less effectiveness of instructional material and lower students’ academic performance. The policy implications of the study are that instructional material can have an enormous effect if they are incorporated in teaching and learning hence good students’ academic performance both at internal and external level.
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ItemMonitoring practices and implementation of the Competency Based Curriculum in secondary schools, Nama Sub-County, Mukono District(Makerere University, 2025)The study established the influence of monitoring practices on implementation of Competence Based Curriculum (CBC) in secondary schools, Nama Sub- County Mukono District, Uganda. The study was guided by three objectives; to establish the influence of time keeping on implementation of CBC, to establish the influence of attendance to meetings on implementation of CBC and to explore the influence of professional records on implementation of CBC. The surveillance theory was used as lens in this study. The study adopted a mixed research design with quantitative and qualitative approaches. The quantitative data was collected with questionnaires administered to 133 teachers selected using simple random sampling. It was analyzed using SPSS to generate the descriptive and inferential statistics. The qualitative data was gathered using interview guide administered to head teachers who were purposively selected in five secondary schools and were subjected to content analysis. Findings indicated that secondary schools implement the monitoring practices; time keeping, attendance to meetings and preparation of professional records to track teachers in implementation of the CBC. Regression analysis indicated that time keeping with coefficient beta 0.380 and R Square Change 0.144 had a significant influence on the implementation of CBC. In addition, teachers` attendance to meetings with coefficient beta 0.655 and R Square Change 0.429 had a significant influence on the implementation of CBC. The professional records with coefficient beta 0.739 and R Square Change 0.546 had a significant influence on the implementation of CBC. The multiple regression analysis indicated that teachers’ attendance to meetings and preparation of professional records had positive significant influence on the implementation of CBC unlike time keeping. However, monitoring practices predict 60.1 percent (Adjusted R Square = 0.601) on implementation of CBC. The study concluded that teachers’ attendance to meetings which allows co-creation of knowledge and preparation of profession records to track progress of content coverage supports implementation of the CBC at school. Therefore, it was recommended that MoES and administrators of secondary schools need to allocate more resources to organize and sensitize teachers to attend meetings for knowledge sharing, regularly evaluate and guide teachers in preparation of professional records to support implementation of CBC. The biometric system and other time track mechanisms need to be prioritized to track teachers’ presence at school to engage in meetings as well as dedicate time to prepare professional records align with teacher and learner guides to implement CBC.
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ItemTechnology-based instructional interventions for mental health risk reduction among the youths in Gulu City(Makerere University, 2025)This study examined technology-based instructional interventions for mental health risk reduction among the youth in Gulu City. To meet this prerequisite, the study explored the current interventions for mental health risks reduction in Gulu City, factors affecting their implementation, and designed appropriate education messages that can address the exact mental health concerns of the youth in Gulu City. The study was carried out in Gulu City, Uganda, and was guided by Digital Mental Health Empowerment Theory (DMHET). A qualitative research approach with an exploratory design was employed. Data were collected through in-depth interviews, focus group discussions, and document review from a purposive sample of 21 youths aged 14-35 years, 5 counselors and were analysed through thematic analysis. Pre-intervention findings revealed limited awareness and knowledge of mental health issues among the youth in Gulu City with poverty, stigma, alcohol and drug use abuse, family breakage, insufficient resources etc. hindering the implementation of the existing interventions. Post-intervention findings showed significant improvements in mental health awareness, knowledge, and help-seeking attitudes among youth participants, with education messages on mental health risks reduction preferred as the most effective technology-based intervention. From the findings, it was concluded that mental health risks reduction in Gulu City is both psychological and medical services with limited use of technology, and that education messages on mental health risks reduction promote positive mental health outcomes and reduce risks factors. Based on the findings in both pre- and post-interventions, the study strongly recommends integration of technology-based instructional interventions into the existing mental health services, especially the use of education messages on mental health to combat mental health risks in Gulu City. Mental health curriculum should be developed and incorporated into the school curriculum at all levels, local network that brings together all the mental health workers in Gulu City need to be instituted to develop local policy of mental health workers’ operation. Mental health professionals should embark on screening pupils/students or youth for cognitive impairments and other neurodevelopmental disorders and give appropriate recommendations for alternative formal, non-formal or specialised education to reduce frustration, stress, anxiety, depression and suicide ideation.
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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%.