Browsing by Author "Godfrey, Ejuu"

Now showing 1 - 5 of 5

Design Thinking and Learning Material Utilisation Creativity in Early Childhood Teacher Education: A Case of Kyambogo University, Uganda
(African Journal of Education, Science and Technology, 2023-04) Katungi, Juma; Godfrey, Ejuu; Grace, Lubaale
In the recent past, we have seen a lot of innovations in children’s learning materials, equipment and spaces design due to the work of famous educators like Montessori, 1912 and Froebel, 1837. This has led to the development of a new landscape of how children’s learning spaces look like. Many children’s learning centers have heavily invested in spaces design and space equipment but despite all these developments, teachers in Uganda have registered limited success in the utilization of these facilities to enrich children’s learning experiences. This study was carried out to investigate how design thinking can be used to impact teaching spaces utilization creativity (Pacini-Ketchabaw, 2016; Hakim, 2017 & Masoumi, 2020). A Quasi-experimental with a mixed design approach was used with an embedded Pretest Post-test Design (Bhattacherjee, 2012). Quantitative and qualitative data was collected from a sample of a cohort of 64 in-service teachers studying a diploma in early childhood teacher education. Data was collected using observations, focused group interviews, and entries from the field notes. Using the Art world design thinking process, an experiment was developed to induce material utilization creativity. Alongside was a creativity observation to measure creativity indicators. This was used to measure creativity exhibited at pretest and posttest in both the control and experimental group. Data analysis used descriptive statistics for preliminary analysis and an independent group’s t-test for analyzing the difference between the control and experimental group. Findings showed that there was a statistically significant difference between the control and experimental group at post-test; this was attributed to the art world design thinking process.
“Ekisaakaate” (royal enclosure) living values-based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda kingdom in Uganda
(African Journal of Education, Science and Technology, 2023-04) Sarah, Mugerwa N.; Godfrey, Ejuu; Peter, Wanderi M.
The study was prompted by the increasing moral decadence among the young children in Buganda Kingdom in particular and Uganda at large with many young people not being merciful, honest and loyal. They lack moral ethics, etiquette and are not responsible. Different approaches have been suggested as effective in promoting moral development of children, with no particular mention of one that uses a cultural value- based system. This study examined the relationship between ekisaakaate living values- based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda Kingdom. Methodologically, cross-sectional research design guided the study. A sample of 159 ekisaakaate trainers were systematically selected to participate in the study and data were collected with the use of questionnaires. Descriptive and statistical analyses were used to analyze data collected. Frequencies and percentages were used to show the distribution of respondents on different items. Correlation was used to establish the relationships between the variables and in order to establish the predictor variable that contributed most to moral learning outcomes, a Simple Linear Regression (SLR) Analysis was used to establish the predictor variable that contributed most to moral learning outcomes. Results empirically revealed that active cooperative learning, problem-based approach to instruction and participatory learning have a positive influence on early childhood moral learning outcomes. Hence the study recommends that stakeholders such as early childhood education directors, teachers and parents in the respective early childhood centers should encourage the use of living values-based contextual instruction pedagogy to enhance early childhood moral learning outcomes.
Sexual Violence and Development Implications in Uganda Universities: The Case of Kyambogo University
(Tanzania Journal of Development Studies, 2023-01) Grace, Lubaale; Harriet, Kebirungi; Godfrey, Ejuu
Sexual violence (SV) remains a menace in society, a stonewall hindering the coexistence and holistic growth of all genders. It is a challenge in higher education despite the fact that relevant legal and policy frameworks intended to curtail its prevalence exist. The unwinding subsistence of SV forms the basis of this study, which specifically aims to establish its nature, causes, development implications, and the way forward for the Kyambogo University (KyU). This study was qualitative in nature, and adopted a case research design in which SV phenomenon as a lived experience was studied, described and interpreted from the victim’s point of view. Qualitative data derived from an interview guide was processed with the help of content analysis tools, while observing standard ethical considerations. Results indicate that sexual violence takes the form of sexual harassment, sexual exploitation, intimate partner sexual assault, unwanted sexual contacts, rape, showing ones genitals, masturbation and peeping at people in private sexual acts. The causes are male chauvinism, poverty, difficulty to secure evidence, corruption and stigmatization; all of which have resulted into far-reaching negative effects on the health, education achievement, research and innovations, returns on higher education and self-esteem of the victims, and the institution as a whole. Conclusively, therefore, SV is a reality in KyU, perpetuated largely by the male gender. Since it is socially constructed, it can be deconstructed. Thus, the study recommends awareness creation, enacting more stringent gender and anti-SV policies, gender responsive budgeting, plus monitoring and evaluation of every step in the SV direction so as to end this vice.
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.