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ItemAdult education practices in agricultural training programs: a case of instructors at national crops resources research institute, Wakiso district, Uganda(Makerere University, 2023-11)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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ItemThe role of parental literacy in the learning of young adults with physical disabilities: a case study of Masaka district Uganda(Makerere University, 2023-11)This study examined the role of parental literacy in the education of Young Adults With Physical Disabilities (YAWPDs) in Masaka District, Uganda. It was guided by three specific objectives namely: (i) to describe the home learning environment of YAWPDs in Masaka District; (ii) to analyze the different literacy events and practices of parents in the learning of YAWPDs in Masaka district; and (iii) to examine strategies that can be employed to support the learning of YAWPDs in Masaka district. The researcher located the study in an interpretivist paradigm and adopted a qualitative approach using instrumental case study design to aid the processes of data collection and analysis. The findings of the study revealed that: (i) the home learning environment of YAWPDs lacked essential facilities caregiver needed to adequately support their learning and education; (ii) Whereas a diverse range of literacy events existed in Masaka district the level of participation in them by parents and YAWPDs was low thereby diminishing their role in facilitating the learning of YAWPDs; and (iii) parents of YAWPDs employed a diverse range of strategies to enhance the learning of their YAWPDs such as Engaging reading skills advancement, attending meetings with teachers of YAWPDs, creating literate environment at their homes, and sharing inspirational stories about their YAWPDs. The study concluded that: the unconducive home learning environment for the YAWPDs was due to the social, economic, and technological challenges facing parents in their bid to support the learning of their children; the minimal participation in the different literacy events negatively impacts the learning of YAWPDs in Masaka district; and the different strategies being employed by parents to enhance the learning of their YAWPs in Masaka district does not seem to contribute towards the improvement of the children’s learning. The study recommended that parents of YAWPDs should: enrich their home learning environment with local literacy materials; adopt a positive attitude towards participating various literacy events that can help them enhance the learning of their YAWPDs; and invest in strategies that are cost-effective.
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ItemContribution 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)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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ItemBlended learning and academic achievement in mathematics: a case of Budo Junior School(Makerere University, 2023-10)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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ItemMultiple role navigation by working -student mothers at Makerere University, Uganda(Makerere University, 2023-10)This study investigated how working-student mothers navigate their multiple roles to accomplish their studies at the Department of Adult and Community Education in the College of Education and External Studies, Makerere University-. It had the following specific objectives:(i) To assess working-student mothers’ motivations, expectations, and challenges as students pursuing studies at Makerere University; (ii) To document working-student mothers’ experiences in navigating their multiple roles while studying at Makerere University; and (iii) To explore working-student mothers’ resilience mechanisms to the challenges faced. A cross-sectional qualitative research design was adopted using focus group discussions and interviews to collect the data. Purposive sampling was used in the selection of 5 key informants and 40 study participants who included (BACE and MACE working-students mothers). The data was analyzed using thematic analysis. Findings revealed that working student mothers had both internal and external motivations as well as short and long-term expectations out of their studies. Working-student mothers experienced administrative, economic, social, and technological challenges most of which were linked to academic, their multiple roles and responsibilities in their family, and employment life. Different mechanisms were adopted to cope with challenges they faced. It was concluded that the motivations, expectations, and challenges should not be regarded as modest attributes that characterize students; social, economic, and general well-being but an essential indicator of the zeal to be hardworking and resourceful in society and their families. It was recommended that management of Makerere University particularly at the department level should implement the provisions of the university policy on adult students enrolling for BACE and MACE programs, infrastructural developments (resting and breastfeeding rooms) should be established and equipped with needed materials; counseling and guidance services should be provided by professionals who do not double as lecturers and that the department should develop better ICT infrastructure to support efforts of BACE and MACE program working-student mothers.