Browsing by Author "Ndawula, Stephen"

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Animated images and vocabulary development among lower primary learners
(American Journal of Education and Information Technology, 2020-08) Ndawula, Stephen; Nabulo, Jessica; Namutebi, Edith
Vocabulary development is a foundational literacy skill in the academic achievement for infant learners. In order to attain other learning areas, a pupil should have mastered the key aspects of vocabulary. Nonetheless, today the quality of vocabulary development among children in Uganda is still wanting. Some schools have therefore begun to adopt use of animated images to improve on the children’s ability to develop vocabulary. This study was carried out to examine the impact of animated images in managing vocabulary development among lower primary learners. The study was confined to pupils from Primary One, and followed a quantitative approach, with a quasi-experimental design. Two schools were purposively selected basing on their background in use of animated images. One hundred and sixty (160) participants, were randomly sampled where 80 were for the control group and 80 for the experimental group. Data revealed that there was a significant difference between the scores of the control and experimental groups. In conclusion, vocabulary registered a difference in performance basing on the fact that there was a sense of audio presentations that were repetitive. This therefore implies that pupils were able to perform better after being exposed to lessons of vocabulary development with animations. The study recommends that during vocabulary development lessons, animated images are designed in an accent and pronunciations learners are familiar with, which may have a bigger impact on the learners’ results.
Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
E-learning adoption: does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda
(E-Learning and Digital Media, 2020-07-26) Bigirwa, J. Patrick; Ndawula, Stephen; Naluwemba, E. Frances
E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.
Instructional media and methods in the implementation of a curriculum reform: a case of entrepreneurship education in Uganda
(Asian Journal of Social Sciences & Humanities, 2014-02) Luyima, Jimmy; Ndawula, Stephen; Kasirye, Richard
This study focuses on the role of Instructional media and Methods in curriculum reform implementation of Entrepreneurship Education in Uganda. It examines how instructional media and methods have affected the achievement of the overall vision of introducing Entrepreneurship Education in secondary schools, as curricula innovation geared at equipping students at secondary schools with Entrepreneurship skills for self employment. The study took a qualitative approach with 30 respondents purposively sampled. It was concluded that majority of the teachers of Entrepreneurship were ill prepared and did not have relevant instructional materials. At the same time, teachers never had adequate time to conduct field lessons. It was therefore recommended that, Teacher Training Institutions adopt Entrepreneurship Education a core subject so as to produce fully qualified teachers; National Curriculum Development Centre (NCDC) to produce enough instructional materials and avail them on market and orient teachers on the use of appropriate methods.
On-line quality management a precursor for improving E-learning adoption in midwifery schools in Uganda
(ERIC: International Journal of Educational Methodology, 2020) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.
Technology leadership practices of end users and the adoption of e-learning in midwifery institutions in Uganda
(Journal of Medical Education and Curricular Development, 2022-04) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for educa- tion. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institu- tions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.