Journal Articles

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Compulsory science policy, student performance, and teachers’ role: Uganda’s experience
(Journal of Education, Humanities and Sciences (JEHS), 2014) Joyce, Ayikoru Asiimwe
Using Lipsky’s concept of the street-level bureaucrat, this paper highlights how teachers may be contributing to students’ high failure rates within the framework of the recent educational reforms, with particular focus on the Compulsory Science Policy (CSP). Analysis of students’ performance in science and mathematics before and after the policy indicates that secondary schools have continued to register high student failure rates in mathematics and the core sciences. This dismal performance puts science teachers on the spotlight and threatens to undermine their professional competence. Over the years science teachers have often responded to the dilemma of high failure rates by locating the problem within the schools, students, and students’ home environment. Teachers rarely think of themselves as part of the problem. The paper argues that to realize the critical human resource base required to drive the country into the direction of achieving its national goals, there is need for teachers to identify themselves with student failures and become accountable for the teaching and learning outcomes in secondary schools.
Compulsory science policy: enhancing gender equality in education? A case study of academic achievement in Uganda
(MIER Journal of Educational Studies Trends and Practices, 2013-11) Joyce, Ayikoru Asiimwe
This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.
Indicators for the measurement of teachers’ professional identity across Asia and Africa: a Delphi study
(Journal of Asian and African Studies, 2021) Mohd, Ali Samsudin; Melanie, Carmen Moen; Pham, Thi Thanh Hai; Belay, Hagos Hailu; Arif, Hidayat; Yoko, Ishida; Tatsuya, Kusakabe; Hiroaki, Ozawa; Nor, Asniza Ishak; Shaik, Abdul Malik Bin Mohamed Ismail; Toyin, Eunice Owoyemi; William, AL Anangisye; Nkanileka, Loti Mgonda; Joyce, Ayikoru Asiimwe; Charles, Kyasanku
The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.
Staff capacities for inclusive teaching and learning of students with visual impairment: a case of public universities in Uganda
(East African Journal of Education Studies, 2023-10) Leah, Sikoyo; Betty, Akullu Ezati; Dianah, Nampijja; Joyce, Ayikoru Asiimwe; Michael, Walimbwa; Daniel, Okot
Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs.
Teachers’ expectations and mathematics competence of primary one learners: a comparative study of Busiro and Luuka, Uganda
(African Journal of Education and Practice, 2020-08) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
Purpose: Teacher expectations of their learners’ competence has been seen as a key contributor to children’s level of performance in a given subject area. However, in the case where teachers already feel their learners do not have the competence, can the children have a chance of doing any better? This study explored the primary one teachers’ expectations of their learners’ mathematics competence to ascertain the linkage between those expectations and the learners’ performance in the identified mathematics competences. Methodology: The comparative study was conducted in Busiro North and Luuka North Counties in Uganda among primary one learners and teachers. A cross-sectional survey was used to collect data from 74 purposively selected primary one teachers and 296 randomly selected learners from 37 schools in Busiro North and 37 schools in Luuka North Counties respectively. Data collection tools used were questionnaires, learners’ mathematics competence test and artefacts of learners’ written work. Data analysis was done using the Statistical Package for the Social Sciences (SPSS). The t-test for independent groups was used to compare the learners’ test scores, while Pearson r was used to establish the relationship between teachers’ expectations and learner performance. Findings: Results showed significant relationships between teacher expectations and learners’ performance for both Busiro and Luuka (r =0.711, r = 0.596). Teachers considered age of a learner; language used as medium of instruction; and having attended nursery school as important background factors that promote a P.1 learner’s mathematics competence. Unique contribution to theory, practice and policy: The findings indicate a need for primary school teacher education courses to inform pre-service teachers about teacher expectations and their associated influence on learner performance. All teachers are urged to use strategies that encourage learners to meet teacher expectations. Teachers in urban areas ought to include more practical approaches to teaching mathematics in order to develop lasting and applicable skills in the learners.
Teachers’ instructional practices for promoting primary one learners’ mathematics competence: a comparative study of Busiro and Luuka, Uganda
(. American Journal of Education and Practice, 2020) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence. Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively. Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”. Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
Understanding doctoral supervision: concepts and experiences of selected supervisors and Ph.D. graduates in Uganda
(MIER Journal of Educational Studies Trends and Practices, 2019-11) Joyce, Ayikoru Asiimwe
Worldwide higher education is witnessing an expansion in graduate education, hence, the need to focus on the quality of graduate training and research, especially at the Ph.D. level is of utmost importance. It is widely acknowledged that supervision plays a major role in a graduate student's outcome. In order to increase the efficiency and effectiveness of graduate studies in higher education, there is a need to put graduate supervision as a key focus area in planned reforms. In this paper, the author has reflected the concept of 'supervision' using the social viewpoint, augmented by personal experiences of both supervisors and Ph.D. graduates. The inquiry adopted a largely qualitative approach and data was collected using a self-administered openended questionnaire. The data were analysed descriptively using the themes in the questionnaire. The findings indicated that Ph.D. supervision is characterized by a 'complex' mix of factors, hence requiring thorough planning at three levels i.e. supervisor, institutional andindividual students.

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