Masters Degree Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/310

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Production of graphic cartoons as a medium of sensitizing primary five to seven school children against substance abuse: a case study of Makindye division, Kampala district
(Kyambogo University (un published work), 2019-11) Kiconco, Martha
This study examined the prevalence of substance abuse among upper primary school children in Makindye division, Kampala district in Uganda with the aim of producing cartoons that would sensitize them against substance abuse. Based on a case study design, this qualitative study, was guided by three objectives: i) to examine the prevalence of substance abuse among primary five to seven school children, ii) to establish the existing printed graphics in relation to sensitizing primary school children against substance abuse and iii) to produce graphic cartoons that can be used as a medium of sensitizing primary five to seven school children against substance abuse. Sixty-seven (67) head teachers of primary schools, KCCA and Katwe police headquarters in Makindye division were the respondents to this study. Data was collected using interviews, observations, photography, check lists and the study established categories of substance abuse; including, alcohol and cigarettes. Findings revealed that existing graphic advertisements promote alcohol consumption and minimally caution adults of eighteen years and above. Subsequently, different drawings and sketches were developed into graphic cartoons that would sensitize primary five to seven school children against substance abuse in classroom activities and around the school environment. The study recommends that the government of Uganda and other developmental partners should cater not only for the addicted but also for the vulnerable children before they are converted into the substance abuse vice. Further action oriented research could be conducted on evaluating the effectiveness of graphic cartoons as a sensitization tool towards the mitigation of substance abuse among primary school children in other divisions.
Improving plumbing practical skills using problem based learning for civil engineering students at national instructors’ college, abilonino, Uganda
(Kyambogo University [unpublished work], 2022-11) Kabunga, Ssendi Peter
This study was carried out in Kole District at (NICA) National Instructors College – Abilonino in the Department of Civil Engineering with an intention of improving practical skills using Problem Based Learning (PBL)- method. It was guided by four objectives: to identify challenges in plumbing practical skills, establish possible strategies to address the challenges, implement and evaluate the possible strategies. A participatory Action Research Model was used for the study. The inquiry used a descriptive study design taking a qualitative approach based on a sample of 22 participants comprised of the instructors, students, college administrators, employers and former students. The researcher used purposive sampling for selecting key participants for the case of this research. Situation analysis, Future workshop and focused group meetings provided descriptive data which were recorded and interpreted,basing on the PBL-method and Performance Guide (PG) technique. The main findings from the situation/work process analysis showed that graduates were having “inadequate practical skills” which could affect them not to perform well during the practical tasks. One of the major important reasons which was noted during the future workshop was due to ineffective methods of delivery by instructors. Possible strategies to address the challenge were achieved through brainstorming and discussion from the future workshop. All participarts agreed and recommended the use of PBL-method and PG technique to improve the performance of practical skills for civil engineering students at NIC-Abilonino. The study concluded that lack of practical skills was the main challenge for Civil Engineering students. Under this study, PBL-method and PG technique were used and proved to be effective and efficient tools which responded to the major challenge and the entire objectives of the study. The feedback that students received through organised practical work enabled them to improve plumbing practical skills and enhanced skills acquisition.
Enhancing trainee competence for boat building designs at fisheries training institute Entebbe
(Kyambogo University (Unpublished work), 2024-10) Opwonya, Nelson
The study aimed at enhancing competence development among boat building trainees at Fisheries Training Institute in Entebbe. The study was based on three objectives: To identify challenges hindering competence development in boatbuilding and marine mechanics. To select strategies, lay procedures and incorporate the identified gap in teaching and learning processes of boat building and marine mechanics; and to evaluate the incorporated strategy in drawing plans of boats. The study embraced Participatory Action Research (PAR) design, and purposive sampling technique was used. The sample (respondents) comprised of three administrators, a head of ICT department, two lecturers of boat building, three assistant lecturers, one artisan, and fourteen boat building students Data were collected through use of; work process analysis, observations, interviews, future workshop, and focused group discussion methods. Findings revealed challenges such as a shortage of staff and teaching resources, difficulties in preserving traditional drawings, traditional hand tools making learners miss out modern skills relevant in industries, lack of computers and software required for boat plan construction. Interventions included recruiting knowledgeable staff, creating an ICT laboratory, training staff in modern drawing tools like AutoCAD, integrating AutoCAD into the curriculum, and providing ongoing support for staff and students, and a lack of familiarity with modern drawing technologies among boat building staff. Conclusively, active engagement of students in the new strategy is essential, especially by use of tutorials and online teachings. Recommendations included further staff recruitment and training, establishment of an ICT laboratory, integration of modern technologies into the curriculum, investment in learning resources, and implementation of evaluation mechanisms. Key words: Competence development, Boat building trainees, Fisheries Training Institute, Tutorials, Online teachings.
Teachers’ competences in teaching learners with low vision in inclusive primary schools in Nyondo sub-county, Mbale district
(Kyambogo University(Un Published work, 2025-08) Nadunga, Beatrice
The Ministry of Education and Sports (MOES) has been working to improve the inclusive teaching skills of its teachers. The competence of instructors in instructing students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district, is examined in this study. The ability of the teachers to create tailored lesson plans, modify teaching strategies and materials, and evaluate the needs of students with low vision in an inclusive environment was given particular attention. The four objectives of the study were to: investigate the customized lesson plans that teachers create for students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district; determine the modifications made to instructional materials used when instructing students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district; investigate how teachers modify their teaching strategies to meet the needs of students with low vision in an inclusive setting while teaching in inclusive primary schools in Nyondo Sub-county, Mbale district; and analyze the modifications implemented by teachers when conducting assessments of learning for students with low vision in inclusive primary schools in Nyondo Sub-county, Mbale district. This study adopted a qualitative research approach and a descriptive design. The study population was teachers and learners with low vision in the inclusive schools and was purposely selected. Twenty (20) participants comprising ten (10) teachers and ten (10) learners with low vision were selected and information was obtained from them through interviews. Findings revealed that teachers were not competent enough to teach learners with low vision. They had gaps in understanding learners’ needs, selection, making and using appropriate instructional materials, teaching and assessing methods for learners with low vision. There is need to provide teachers with knowledge and tools needed to develop and implement individualized education plans effectively. Teachers must work together, modify lesson plans, and experiment with different teaching and evaluation strategies to guarantee that students with low vision receive inclusive, high-quality instruction that meets their requirements. It was suggested by the study that in order to meet the needs of students with low vision, head teachers, special education inspectors, and center coordinating tutors should organize and lead workshops and ongoing professional development for adults. School administrators should work with non-governmental organizations and experts to raise money for the purchase of educational materials for students with low vision, sponsorship, health examinations, rehabilitation services, assistive technology, and public education about the various special needs of students. Teachers ought to ensure that they use a multisensory approach of teaching to enable learners with low vision to learn using all their senses.

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