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Improving teaching integrated production skills to student teachers with visual impairment: a case of Bishop Willis teacher training institute, Iganga district
(Kyambogo University (Unpublished work), 2024-03) Sirikire, Sarah
The study investigated Improving Teaching Integrated Production Skills to student Teachers with visual impairment in Bishop Willis Teacher Training Institute, Iganga district in Eastern Uganda. The objectives that guided this study were; exploring students’ views towards IPS; establishing tutors’ views towards teaching IPS to students with visual impairment; and identifying strategies of encouraging students with visual impairment to opt for IPS. This study is of qualitative approach that involved use of case study design. Data was got from participants who include principal, 2 deputy principals, 2 tutors of IPS and 5 students offering IPS. The findings were presented verbatim, using quotations got from participants. The findings of the study indicate, among other things tutors being willing to teach students with visual impairment, students with visual impairment prefer Home Economics among the IPS components. The second findings, which were from tutors, ordinary students and those with visual impairment show that IPS is of great importance. The third finding is that students with visual impairment have interest in IPS though they are challenged with some barriers like absence of modified equipment to use during practical lessons and their tutors being braille illiterate among others. It is evident that students with Visual impairment ought to have knowledge and skills of IPS if they are to manage their lives and match with the 21st century demands. With the stated findings listed above, relevant conclusions have been provided. One of the conclusions is that tutors’ willingness to teach all categories of students is such a positive development. The second conclusion is that tutors need to continuously talk to students with visual impairment to get interested but also need to be helped on how to manage all learners. Finally, institutions need to be well equipped with appropriate materials to benefit all students. Basing on the conclusions, the following are the relevant recommendations; first, it is recommended that tutors need to always encourage all students using friendly language, Sensitization programs be conducted in Teacher Training Institutions to retool tutors on how to manage diversity among students and equipment/ materials appropriate to the educational needs of all students be availed to ease the teaching/learning process of Integrated Production Skills.
Information and Communication Technology (ICT) and its use in teaching students with visual impairment in secondary schools in Kabale municipality, Uganda
(Kyambogo University (Unpublished work), 2024-10) Niringiyimaana, Flavia
Technology has emerged rapidly as force which has been more widely accepted in almost every facet of life around the world, making it vital for teaching. There has been a gap between ICT as a subject and adapted ICT device as a method to improve teaching of all subjects and integrating it for SWVI. The purpose of this study was to examine factors that influence use of ICT in teaching SwVI in Kabale Municipality in South Western Uganda. The study investigated availability of ICT tools, teachers’ competences in the teaching and the perception they have about use of teaching ICT to SWVI. The study adopted a qualitative approach and focused specifically on a case study design. Interviews were used as data collection methods. The target population for the study was composed of: teachers (N=30) and students (N=43). The study sample then comprised of teachers (N=5) and students (N=7). Data was analyzed qualitatively, basing on key themes and sub themes. Responses were categorized – where by those that were similar, and others that were unique were analysed accordingly. One of the key findings revealed that ICT tools used in Y Secondary School were of different types; some were of low-tech ICT and some were high-tech ICT. Other findings revealed that some teachers had basic informal and not specific ICT training in adapted technologies for teaching suitable for SwVI. Some other key findings showed that teachers were convinced that students were able to work with and use ICT independently, and thereby enjoying the benefit learning through the use of ICT. There were also findings that revealed some challenges faced, such as inadequacy in skills, facilities, and unstable electricity power source for running the devices. The study concluded that Y Secondary school had inadequate ICT devices for teaching SwVI; teachers were not skilled and knowledgeable enough in using ICT devices to teach SwVI. The study further concluded that ICT integration into teaching remained a challenge in secondary schools where SwVI studied. Basing on the findings and conclusions, the study provided recommendations, among other things, that Ministry of Education and Sports and other NGO’s should equip secondary schools with adequate ICT tools. Another recommendation was that teachers ought to be trained and retrained at both pre-service and in-service levels on how to adapt and integrate ICT into teaching SwVI.
School climate, professional development and effectiveness of teachers in Universal Secondary Education schools in Busiro county, Wakiso district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Ahimbisibwe, Rashid
The study investigated the influence of school climate on the effectiveness of teachers moderated by professional development in universal secondary education schools in Wakiso district, Uganda. Specifically, the study examined the influence of school climate on effectiveness of teachers, assessed the influence of teachers’ professional development on effectiveness of teachers and tested the moderating effect of teacher professional development on the influence of school climate on effectiveness of teachers in universal secondary education schools in Wakiso district, Uganda. School climate was studied in terms of school environment, school safety and school engagements. Professional development was studied in terms of behavioural development, attitudinal development and intellectual development, while teacher effectiveness was studied in terms of effective lesson delivery, subject content expertise, classroom management, relational expertise, professional conduct and self-development. Using the quantitative approach, the study adopted the correlational research design. Data’ were collected from a sample of 210 teachers from 13 universal secondary education schools using a self-administered questionnaire. The data were analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using Smart PLS. Descriptive results revealed that teacher effectiveness was high, school climate and professional development were good. Structural equation modelling (SEM) results revealed that professional development had a positive and significant effect on teacher effectiveness, school climate positively and significantly predicted teacher effectiveness, but professional development had a negative significant moderating effect on the influence of school climate on effectiveness of teachers. It was concluded that school climate is imperative for effectiveness of teachers, professional development is paramount for effectiveness of teachers, and the interaction between professional development and school climate is not the most problem requirement for effectiveness of teachers. School administrators such as head teachers should promote conducive school climate in schools, the Ministry of Education and Sports, head teachers and other stakeholders should provide and encourage high professional development opportunities to teachers, and the Ministry of Education and Sports, and head teachers should provide teachers more professional development without giving equal emphasis to school climate.
Assessment of community-based ecotourism as a conservation strategy for areas around Queen Elizabeth national park in Kasese district, western Uganda
(Kyambogo University (Unpublished work), 2024-11) Songha, Ramadhan
Queen Elizabeth National Park’s limited range of community-based ecotourism activities and services, along with weak community engagement and poor attitudes, constrains the full potential of ecotourism as a sustainable development model. This study assessed ecotourism activities, community involvement, and the socioeconomic and environmental benefits in Lake Katwe and Muhokya sub-counties, Kasese District. Data were collected from 333 household representatives and 21 key informants, including tourism officials, guides, rangers, tourists, and local leaders. Structured questionnaires and interviews were used, with multiple response analysis and Pearson’s chi-square test to examine the prevalence of ecotourism activities and community involvement differences. Findings revealed key ecotourism activities, such as cultural experiences, community-managed trails, and local food tours, while dominant services included community conservation projects (70.3%), community lodges (57.4%), and community-managed tours (54.7%). Community involvement was highest in revenue sharing (83.2%) and conflict resolution (69.4%), with strong participation in meetings, cultural preservation, and environmental education. Although ecotourism fosters livelihood diversification, skills development, and conservation incentives, limited activity variety and community engagement hinder its full impact. Strengthening conservation practices, enhancing community participation, and promoting long-term planning are recommended to maximize ecotourism’s benefits for conservation and local development.
The mediating effect of innovation on the relationship between knowledge management and resilience in Uganda’s public hospitals: a case of national referral hospitals (Mulago, Kawempe, and Kiruddu)
(Kyambogo University (Unpublished work), 2024-10) Kiyingi, Lyazi Samuel
The purpose of the study was to examine the mediating role of innovation in the relationship between knowledge management and the resilience of public hospitals in Uganda. The specific objectives included examining the relationship between knowledge management and resilience of national referral hospitals in Uganda, establishing the relationship between innovation and resilience of national referral hospitals in Uganda, and examining the mediating role of innovation in the relationship between knowledge management and resilience of national referral hospitals in Uganda. The research adopted a cross-sectional design exclusively employing quantitative research methods. The study population consists Mulago, Kiruddu, and Kawempe National referral hospitals. The study used a sample size of 85 respondents, selected using stratified and simple random sampling. The study employed a questionnaire to collect quantitative data from the selected respondents. Correlational analysis was used to measure the strength and direction of the relationship between variables. The study tested for the mediation effect using the hierarchical regression model following the steps proposed by Baron and Kenny (1986).
The model findings revealed a positive and statistically significant relationship between knowledge management and the resilience of national referral hospitals in Uganda (Estimate=0.801, P-value=0.000<0.05). The model findings also revealed a statistically significant positive association between innovation and the resilience of national referral hospitals in Uganda (Estimate=0.711, P-value=0.001<0.05). The study further found a partial mediating role of innovation in the relationship between knowledge management and the resilience of national referral hospitals in Uganda.
The study concludes that innovation plays a crucial role in mediating the relationship between knowledge management and the resilience of national referral hospitals in Uganda. This highlights the significance of fostering innovative practices within healthcare institutions, as it serves as a pivotal factor in enhancing their ability to effectively navigate challenges and maintain resilience. As for recommendations, national referral hospitals should focus on improving their knowledge management practices by implementing structured systems for collecting, sharing, and utilizing knowledge. National referral hospitals should also actively cultivate an organizational culture that values and encourages innovation. This includes promoting openness to new ideas, supporting creative problem-solving, and allowing employees to experiment with innovative practices without fear of failure. National referral hospitals should further prioritize the implementation of robust knowledge management systems to ensure that relevant information is effectively collected, stored, and disseminated. This foundation will support innovative practices that can enhance resilience.