Masters Degree Dissertations

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

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Browsing Masters Degree Dissertations by Subject "Uganda"

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    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    (Kyambogo University [unpublished work], 2022-11) Kabunga, Ssendi Peter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.
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    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.