PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/76

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Utilizing correspondence study in teacher in service education in East Africa: a comparative analysis of selected teacher correspondence programs conducted by the correspondence units at the University of Nairobi, Kenya and Makerere University, Uganda, between 1967 and 1973
(University of Wisconsin , Madison (unpublished work), 1976-08) Nabwiso-Bulima, Frank.W
The overall purpose of the study was to generate more information about training and retraining primary teachers in East Africa by correspondence. Four primary teacher correspondence programs were studied. (1) Grade I Teachers Upgrading Program (Uganda); (2) Licensed Teachers ' Training Program (Uganda); (3) P3 Teachers' Program (Kenya) ; (4) UQT (Unqualified Teachers ' Program) (Kenya). The firs t two programs were conducted by t he Correspondence Unit at Makerere University, and the last two by the Correspondence Course Unit at the University of Nairobi. The objectives of the study were to indicate the major differences and similarities among t he programs, t o assess the teacher-respondents' evaluations of the programs, and to make suggestions for future primary teacher correspondence programs in East Africa . Data were collected in 197 5 through documentary research, interviews, conversations , letters, and questionnaires sent t o a total of 400 teachers (i . e . 100 teachers in each program). The comparative approach was selected for the purpose of making the study more analytical l than would have been the case if each of the programs was described separately . The Bereday- Rosello comparative approach was used in the analysis and comparison. The programs had much in common . They were. initiated by the Ministries of education in Kenya and Uganda and supported by foreign technical assistance. The broad goals of the programs were to improve the academic
Institutional factors and ICT implementation in secondary schools. a case of Mukono municipality, Uganda
(Kyambago University (Unpublished work), 2017-12) Okwaja, John Bosco
The study investigated the institutional factors and ICT implementation in secondary schools in Mukono Municipality, Uganda. The Objectives were. To establish whether secondary schools in Mukono Municipality have ICT School Policies that support ICT and how this affects ICT implementation. To find out whether secondary schools in Mukono Municipality have adequate infrastructure that support ICT and how this affects ICT implementation. To establish whether secondary schools in Mukono Municipality have adequate competent ICT staff and how this affects ICT implementation. The study employed Cross-sectional survey research design used and both quantitative and qualitative approaches. This study adopted purposive and simple random sampling techniques in selecting the sample. The main data collection tools included questionnaires and an interview guide. Data analysis was handled in Statistical Package for Social Scientists (SPSS) Software package version 21 to generate frequencies, percentages, mean and standard deviation from which description of the findings was derived. The study revealed that most schools in Mukono Municipality have enough ICT policies, well equipped computer laboratories and teachers. The study concluded that schools have ICT policies, timetables for using ICT laboratories, internet access, ICT laboratory regulations and schools ensure that computers are repaired. Schools also have equipped computer laboratories, alternative power sources as well as computer prefects to assist in ICT teaching. More still, the study found out that schools have enough competent ICT teachers. Recommendations of the study were there is need for secondary schools to invest more in computers and related technology as well as maintaining internet connection in the school with more computers connected to internet. The government should train more ICT teachers and technicians as well as Students. The school administration and the government of Uganda should ensure supply of ICT materials to rural schools as well ensuring alternative sources of power.
Organisational critical success factors and the adoption of e-learning in selected public and non-profit midwifery schools in Uganda
(Kyambogo University (Unpublished work), 2021-08) Bigirwa, June. P
The government of Uganda has invested in the e-learning approach in many health training institutions. However, despite the high investment, there is a low adoption to this approach. This study aimed at establishing organisational critical success factors (OCSF‘s) that could be used to improve the adoption of e-learning in midwifery schools in Uganda. The study used an explanatory sequential mixed method design to identify the most significant factors to the adoption of e-learning. 210 participants from ten midwifery schools were sampled, and both quantitative and qualitative data were collected. Linear regression analysis was used to establish whether OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices and school financing mechanisms) had influence on the adoption of e-learning. Results indicated that variability in the adoption of e-learning was more explained as a result of OCSF‘s. The study showed that all the four OCSF‘s hypothesised were found to have significant influence on the adoption of e-learning since their p-values (Sign.) were less than 0.05: technology leadership practices (r=0.691, p=0.000, n=167), instructional design strategies (r=0.625, p=0.000, n=167), online quality management practices (r=0.747, p=0.000, n=167), and school financing mechanisms (r=0.402, p=0.000, n=167). Technology leadership practices accounted for 47.5% of the variance in the adoption of e-learning, instructional design strategies accounted for 38.7% of the variance in the adoption of e-learning, online quality management practices accounted for 55.5% of the variance in the adoption of e-learning, and school financing mechanisms accounted for 15.7% of the variance in the adoption of e-learning. Qualitative data indicated that the salient technological leadership practices were: commitment of school administration to provide technological facilities, encouragement of students and faculty to use technological facilities, a culture of appreciating those who excel at using technological leadership facilities, grooming of technological champions, ambient and supportive environment for technological use, and institutionalising technological use in all teaching and learning activities of the midwifery school. Instructional design strategies included: 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. While those of online quality management practices included: CD-ROMS-meeting expectation of users, collaborative improvement of online quality, LMS-meeting expectations of users, providing the best online experience, e-learning program being described as an excellent online learning experience, and guidelines for improving online quality. And the school financing mechanisms were diversified and equitable sources of funds. The study therefore suggested that in order to improve the adoption of e-learning in midwifery schools in Uganda, all the four OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices, and school financing mechanisms should be implemented.
An exploration of school-community partnerships in the implementation of integrated early childhood care education services in pre-primary schools in Uganda
(Kyambogo University (Unpublished work), 2024-11) Mutumba, Safina
The implementation of early childhood development (ECD) services has for long been delivered in a disjointed manner. This leaves out numerous aspects of children’s development, causing them to experience uneven development and wastage of resources due to duplication of services. Currently, the global trend is to provide integrated early childhood services as outlined in the SDGs to harness synergies and holistic care and development of all children. As a component to integrated ECD services, access to effective Early Childhood Care and Education (ECCE) services creates a chance for children’s school readiness and holistic development. It also puts children at an equal level in the education system without discrimination. Whereas Uganda has progressed in developing policies and related standards that support the delivery of Integrated ECCE services, questions still arise on its implementation. The purpose of this study therefore, was to explore school-community partnerships in the implementation of integrated ECCE services in pre-primary schools in Uganda, a case of Kira Municipality. The study objectives were to establish the influence of school-parent engagement on stimulation activities in pre-primary schools, examine the contribution of school-child protection agencies’ collaboration and child protection practices, and to assess the relationship between school-health care service providers' collaboration and healthcare practices. An embedded cross-sectional survey design with mixed methods was employed during data collection and analysis. A sample of 166 participants was used during data collection. This included 108 head teachers, 30 Centre Management Committee (CMC) chairpersons, 20 Local Council 1 Chairpersons, 3 Health workers, and 5 Probation officers. Interviews, document analysis, and questionnaires were used to collect data. The study discovered that collaboration and partnerships could enhance the implementation of integrated ECCE services in pre-primary schools. The study identified a number of partnerships and activities that would be used to support the implementation of IECCE services in pre-primary schools. Partnerships for stimulation activities included; Resource mobilization partnerships, Academic events and shared learning partnerships. Child protection partnership entailed; capacity building, security/safety, and child abuse mitigation partnerships. Whereas the health care partnerships included; Health care services, planning for health and capacity building partnerships.
Exploring teachers’ implementation of group learning pedagogy in primary schools in central Uganda
(Kyambogo University (Unpublised work), 2025-10) Geria, Gloria
This study explored the teachers’ implementation of group learning pedagogy in primary schools in central Uganda, focusing on three core dimensions: the strategies teachers use to form groups, their practices in facilitating group learning, and learners’ experiences and responses to the group learning process. Drawing on Vygotsky’s social constructivist theory, Bandura’s social learning theory, and Piaget’s constructivist theory, the study framed group learning as a socially situated and cognitively enriching process that shapes both academic and interpersonal development. A qualitative case study design was employed, utilising interviews, focus group discussions, lesson observations, and lesson plan analyses to gain deep insights from both teachers and learners across government-aided and private primary schools. Findings reveal that teachers employed diverse group formation strategies, including mixed-ability, size-oriented, random, special needs and temporary groupings often influenced by classroom context, subject matter, and learners’ needs. While group learning was perceived by teachers to enhance learner engagement, conceptual understanding, and peer collaboration, several implementation challenges were identified. These included difficulties in managing group dynamics, ensuring equitable participation, and addressing shortages of instructional materials. Teachers also expressed limited preparedness in designing structured group learning guidelines that align with learners’ cognitive and social development needs. Learners generally reported positive experiences, citing improved confidence, quicker problem-solving, and stronger peer relationships. However, some noted frustrations related to dominance by certain peers, inconsistent group compositions, and lack of adequate learning materials. This study contributes to educational pedagogy by highlighting how contextual realities in Ugandan primary schools shape group learning practices. It reveals critical gaps in teacher capacity, resource allocation, and classroom organisation that influence the efficacy of group-based instruction. The study recommends targeted professional development programmes that build teachers’ competencies in group learning strategies, increased government investment in teaching and learning materials to support group activities, and more flexible classroom arrangements to accommodate interactive pedagogy. Future research should prioritise longitudinal studies to track the lasting influence of group learning on learners’ academic and social outcomes, and use quantitative methods to assess its impact on specific academic indicators such as literacy and numeracy performance. Cross-cultural and comparative studies across educational regions are also needed to contextualise group learning pedagogy more broadly. Additionally, in-depth investigations into how teacher training models specifically embed cooperative learning techniques would offer practical pathways for strengthening implementation. This research advances understanding of group learning as a dynamic and multifaceted instructional approach that not only fosters academic achievement but also cultivates essential life skills such as communication, cooperation, and social responsibility that are essential for the holistic development of learners in resource-constrained educational settings.

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