Academic submissions (CEES)

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    Correlates of effectiveness of the monitoring and evaluation system in the Ministry of Education and Sports
    (Makerere University, 2018) Omoding, Joseph Eilor
    The purpose of the study was to establish the correlates of effectiveness of the Monitoring and Evaluation system in the Ministry of Education and Sports. The study was guided by three objectives that is to establish the relationship between (i) institutional capacity, (ii) political will, (iii) institutionalization of M&E functions and the effectiveness of the M&E system. A cross sectional survey design was employed using both qualitative and quantitative research approaches. A sample of 133 respondents participated in the study by answering the questionnaire and interview guide. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson's Linear Correlational Coefficient (r) was used to determine the level of correlation between the variables. The study findings showed that (i) institutional capacity (r = 0.755, Sig. = 0.000 & α = 0.05), (ii) political will (r = 0.719, Sig. = 0.000 & α = 0.05), and (iii) institutionalization of M&E functions (r = 0.719, Sig. = 0.000 & α = 0.05) have a positive relationship with effectiveness of M&E system. This implies that institutional capacity, political will and institutionalization of M&E functions are important factors in promoting the effectiveness of M&E system. The researcher therefore, recommended that; the Ministry of Education and Sports should strengthen her institutional capacity, act in line with the government, have proper institutionalization of M&E functions and motivate her employees to raise their commitment levels in order to enhance the effectiveness of M&E systems.
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    The role of school disciplinary committee in managing students' discipline in selected secondary schools in Wakiso District
    (Makerere University, 2023-01-03) Mugisha, Anitah
    Due to the challenge of growing cases of indiscipline in schools today, this study examined the role played by the school disciplinary committee stakeholders in student discipline management. Guided by Banduras social learning theory (Bandura, 1977), It was a phenomenological interpretive qualitative study that was conducted in three private secondary schools located in both urban and rural areas of Wakiso district, central region, Uganda. The study objectives were: To examine the role played by Deputy Head Teachers in managing student discipline; To examine the role played by Senior Woman Teacher/ warden in managing student discipline; To assess the role played by student leadership in management of student discipline. The corresponding research questions were: What role does the Deputy Head Teachers play in managing student discipline? ; What role does the Senior Woman Teacher/ warden play in managing student discipline? ; What role does the student leadership play in management of student discipline? The study found out that the deputy head teachers play a managerial role in student discipline by assigning responsibilities, developing rules and regulations and punishing offenders. It was also established that the senior women/ warden teachers play a counseling role and the student leaders set a good example and act as a bridge between the administration and the student body. The study concluded that student discipline can only be achieved through team work by the participation of all the stakeholders involved in the disciplinary committee. The study recommends incorporating student discipline in class activities and school curriculum, facilitating and increasing the workforce in order to offer more help to the senior women/warden teachers work, student leaders input and parents involvement in the disciplinary process, and without forgetting sufficient time and resources to be allocated to the student discipline management process as possible means to enable schools achieve the goal of disciplined learners.
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    ICT adoption in teaching and learning biology in secondary schools of Kalungu District, Uganda
    (Makerere University, 2019-08) Mukalazi, Kizito
    The Ministry of Education and Sports in Uganda enhanced the use of ICT for teaching and learning by training of teachers and provision of equipment in some schools in Kalungu District. Despite that initiative improvement of Biology teaching and learning in secondary schools in Kalungu district is sluggish. This prompted the researcher to carry out this study whose objectives were to examine the availability of ICT resources; assess the accessibility of ICT resources and investigate the utilization of ICT resources during Biology lessons. Ten schools were selected for the study including 5 government aided schools and 5 private schools. Qualitative and quantitative methods were used to collect data from 330 respondents who included 10 administrators, 20 Biology teachers and 300 Senior Three students. The study revealed availability of some ICT resources for teaching mainly in government schools and these included computers for classroom learning, laptops, multi-media projectors, internet connectivity, mobile phone, interactive whiteboards and software for biology teaching. However there was limited accessibility for the few available ICT resources. Teachers had limited access to Multi-media projectors for class room learning, limited access to Internet connectivity services. Because of this utilization was low and this was coupled with negative attitude towards their use. The study concluded that availability of ICT resources does not ensure their accessibility and utilization though both teachers and students believe that utilization of ICT to teach Biology could improve the teaching and learning process. The researcher recommended that the Ministry of Education should develop a positive attitude towards effective accessibility of ICT resources to both students and teachers. Training teachers on pedagogical integration of ICT in Biology teaching and providing internet connectivity to schools.
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    Curriculum development and quality of education in higher education institutions: The case of Uganda management institute.
    (MAKERERE UNIVERSITY, 2015-07) Walala Nabalende, Rita ; Walala Nabalende, Rita
    This study titled ‘Curriculum Development and Quality of Education in Higher Education Institutions,’ was carried out from Uganda Management Institute, Kampala Uganda. The purpose of the study was to assess the relationship between curriculum development and the quality of education at Uganda Management Institute. The study tested three research hypotheses i.e there is no relationship between curriculum design and quality of education at Uganda Management Institute; there is no relationship between curriculum implementation and quality of education at Uganda Management Institute; there is no relationship between curriculum evaluation and quality of education at Uganda Management Institute. The study used a cross sectional survey research design and collected data from a total of 281 participants, 20 academic staff and 10 course administrators. Data was collected using a Self-Administered Questionnaire with open ended and close ended questions and an Interview Guide. Qualitative data was coded and themes identified while quantitative methods were also used to quantify certain responses and for the generation of tables, frequencies and percentages for analysis and presentation. Pearson correlation test was used to test the relationship between the study variables. The study found that during curriculum design, there was lack of assessment to know the need of the stakeholders concerning the content and courses that they need to study. The situational analysis stage in curriculum design seemed to be skipped yet it is what defines the content and course required by the stakeholders. Though there was good curriculum implementation through class room lectures, guest speakers and field work practices / experiences to enhance participants’ knowledge, skills and practical application of the knowledge learnt, institutional challenges of resource constraints such as inadequate lecture rooms, ICT facilities and furniture make the curriculum implementation process difficult. There was also lack of competence based teaching and learning, where it was observed through the study that timetabling was at times not based on the area of competence of the facilitator. The absence of a comprehensive needs assessment among participants and employers affects quality education at UMI, as evidenced from some courses that were designed and never took off or had to be closed down due to failure to attract candidates. For example, the Postgraduate Diploma in Industrial Psychology designed in 2010, advertised in 2010, 2011, 2012 but has never been implemented, the Postgraduate Diploma in Resource Mobilisation and Management fully designed and conducted for only two academic years and then closed because the participant numbers were quite low. The study concluded that there is a high positive correlation between curriculum design, implementation, evaluation and the quality of education offered by UMI (ά = 0.001, 0.000 & 0.001 respectively). Therefore, adherence to the curriculum development process helps to improve the quality of education reflected through continued marketability of designed programs, quality of graduates, and employability of graduates, competence and competitiveness among the graduates, practical knowledge and skills exhibited by the UMI graduates among others. The study recommended that Uganda Management Institute conducts initial needs assessment exercise / studies before introducing new courses. By involving relevant education stakeholders like participants and employers through stakeholders’ conferences and seminars, their views would be captured and incorporated while designing the study content. This shall eliminate cases of designing courses irrelevant to the job market, introduce demand-driven courses and build a sustainable curricula development process.
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    Rewards and job performance of secondary school teachers in Kumi district
    (Makerere University, 2014-12) Faith, Atim
    The study investigated the relationship between rewards and the performance of teachers in secondary schools in Kumi District. It was guided by two objectives: to establish the relationship between monetary and non-monetary rewards on the performance of employees in Kumi District. The study employed a cross-sectional survey design where both quantitative and qualitative methods were used. The study subjects were sampled using convenience sampling method. The data collection instruments involved the self-administered questionnaire for teachers and interview guide for administrators mainly head teachers. The study hypotheses were tested using Pearson's correlation coefficient method while qualitative data were analysed using critical judgment method. The findings revealed that monetary and non-monetary rewards had a positive relationship with the performance of teachers in secondary schools in Kumi District. It was concluded that monetary and non-monetary rewards have a positive significant relationship with the performance of teachers in Kumi District. It was recommended that if performance of teachers were to be improved in Kumi District, Government should increase on teachers' salaries, teachers should create income generating projects like farm projects and cash circles to increase on their monetary gains. Furthermore, the schools have to put up income generating activities like school farms, bookshops among others to top up on teachers' salaries. School administrators should reward teachers by praising, delegating of responsibility and promoting them to increase their job performance.