Masters Degree Dissertations

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Browsing Masters Degree Dissertations by Subject "Acquisition."

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    Enhancing practical technical skills acquisition in ordinary diploma in Science technology chemistry program of Kyambogo University
    (Kyambogo University (un published work), 2016-10) Cwinya Ai, Tom
    The action research study was conducted in the Chemistry Department of Kyambogo University (KYU) in order to enhance technical practical skills acquisition by the ODST/C/1 learners. The sample size consisted of all 35 ODST/C/I learners, 3 lecturers, 3 technicians and the Head of Department (HOD) for chemistry from a population of all ODST/C/I, ODST/C/11 learners, their lecturers and technicians. The sample selection technique was purposive to ensure the ODST/C/1 learners fully benefit from the study right from the beginning to the end of their study program and set a standard for others to emu late. The work/production process and the future workshop were methods used to collect data. The work/production process analysis was used to determine the six stages (advertise, admit, orientation, delivery, assessment and graduation) in the production of the ODST/C graduates. The future workshop was then used to critically analyse the challenges in the mode of delivery and develop an action plan, implement and evaluate implementation, in order to enhance the technical practical skills of the ODST/C/I learners. The findings of the study revealed that most of the implementation actions were fully implemented in order to enhance the practical technical skills of the ODST/C/1 learners with a few exceptions not fully implemented due to a number of reasons which include the following: lack of commitment and determination by the stakeholders to perform their roles efficiently, the lack of sensitisation and I.ow morale of stakeholders and the lack of infrastructure, equipment and materials needed for the practical lessons. The following recommendations were also made in order to be able to register more success: the study needed more time to transform the attitudes and behavior of the stakeholders, supervision and monitoring of the implementation actions should continue at the departmental level, conducting of workshops for sensitisation and provision of incentives to improve motivation to all stakeholders.
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    Synchronising club activities with teaching learning process to foster skills acquisition among foods and nutrition students at Hilton high school
    (Kyambogo University (unpublished work), 2017-10) Namugenyi, Lilian
    Foods and Nutrition is a practical subject that can equip learners with sustainable skills of self. dependency. However owing to the nature of the subject, being expensive in its requirements, the Foods and Nutrition department at Hilton High School is characterized by inadequate practical training of students due to insufficient funding. There is limited initiative to explore alternative methods of generating income to facilitate the foods and Nutrition department. This study therefore aimed at synchronizing Foods and Nutrition club activities with teaching! learning process to foster skills acquisition among Foods and Nutrition students in Hilton High Schools. It was guided by specific objectives, which included: 1) identification of topics in Foods and Nutrition for practice during club activities. 2) Establishment of a Foods and Nutrition club in school. 3) Implement identified club activities related to topics identified 4) To evaluate the effectiveness of the foods and Nutrition club on learning and skills acquisition. I employed the action research strategy and a participatory action research design. Participants involved were; deputy in charge of welfare, director of studies, Head of department, Senior six and five students of Hilton High school. Identified topics included pastry cookery, yeast cookery, cakes, biscuits, salads and chicken cookery. Club activities included the confectionery project of making bread and cakes for the school and conducting an exhibition. Participation in club activities increased the practical engagement of the students through making products for sale. In addition, the evaluation of the club activities showed that students bad more time for practical training than during normal routine lessons. It was also observed that the students mastered the practical content (recipes). This was enhanced by repeated practice when making products in project work and when preparing for the exhibition. Therefore the study enhanced skills acquisition among food and nutrition students