Masters Degree Dissertations

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Browsing Masters Degree Dissertations by Subject "Development"

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    Folktales and cultural identity development of Basoga children : a survey of nursery school children in Luuka district
    (Kyambogo University (un published work), 2019-08) Birungi, Aminah
    Cultural identity has been found to play a critical role in grounding persons to a specific belonging. Lack of cultural identity is associated with cultural disorientation and inconsistent with the value development of children. While tribes like Baganda have had a long history of cultural adaptation through activities like ‘ekisakaate’ that instill cultural identity, Basoga use Folktale and myths. This study explores how Basoga Folktales are being used to instill cultural identity development among nursery children, with a specific focus on Luuka district as a case study. The study specifically examined the cultural identity expectations of the Basoga people in Luuka district, then identified Folktale commonly told to nursery school children in the area, and analyse how Folktale are being used to promote children’s cultural identity development. An ethnographic research design was employed for this study, working with 5 cultural leaders, 5 key informants, 42 3-6-year-old children, 18 purposively selected teachers and parents from 10 nursery schools in Luuka District. Data obtained from observation and key informant interview guides was analysed using thematic content analysis. The study found out that there are different cultural values treassured by the Basoga that support cultural development among the children. And these cultural values are promoted through the use of Folktales. However this is not case now, the influence of western culture and religion has led to minimum attention on the use of Folktale to build cultural identity among children.The study findings show that Busoga cultural values can be promoted among the young through attending cultural ceremonies, promoting the Lusoga language and encouraging children to read the Lusoga literature. Based on the findings of the study, the researcher recommends that Ministry of education and sports, teachers and parent collaboratively work to use Folktale in developing cultural identity children in nursery school.
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    Vocabulary, comprehension and fluency model and literacy skills development in lower primary classes l Kyengera town council, Wakiso district
    (Kyambogo University (Unpublished work), 2018-11) Bataringaya, Mbarebak Winnie
    Literacy skills are useful for the learners in academic and non-academic life, however, there was notable persistent poor performance of pupils in literacy for pupils in lower primary classes of primary schools in Wakiso district. These primary schools have been utilizing a number of different teaching models for literacy which appear to be weak models. This requires development of a new model. This study focused on exploring the VOCOF Model and its contribution in enhancement of Literacy Skills in Primary Schools. The study objectives were to examine contribution of VOCOF Model in enhancement of literacy vocabulary skills, establish relevancy of VOCOF Model in enhancement of literacy comprehension skills and to assess the role of VOCOF Model in enhancement of l literacy fluency skills among learners in lower primary classes. An experimental design utilizing quantitative approach was adopted. A total of 60 pupils participated in the study. Systematic sampling method was used while literacy tests and participatory observations were utilized to gather information. Samples T-test was used to test for mean differences between tests. Results showed that VOCOF Model enhances literacy development among lower primary pupils. There was a significant mean difference between vocabulary tests at (p= 0.034<0.05), comprehension test at (p= 0.000 <0.05) and fluency at (p=0.006<0.05). All test scores obtained were above 60% to 96% qualifying VOCOF to be reliable. VOCOF Model enhanced literacy vocabulary skills through helping learners in letter recognition, exposure to new words, build listening and read ing skills, distinguish in words by their sounds and motivating learners. It was also relevant in enhancement of literacy comprehension skills through improving learners' writing skills, deriving meaning from text, pictures, sounds and animations. It was also found that learners developed literacy fluency skills under VOCOF through speech of right words, accent and phonetics, reciting and building their vocabulary and comprehension skills from letters, words and pictures, and to express themselves in speech using the right punctuation, and grammar. The study concluded that VOCOF unlike other models significantly enhanced literacy skills holistically. Recommendations included the need for teachers of primary schools to adopt VOCOF model, alongside other models in their schools, begin demonstration basis in primary one and later enroll it on the entire lower primary class levels and enriching the VOCOF model to be utilised in all local languages used in the country. The need to design a model which can help in the teaching of numeracy and the effect of teachers' training on the implementation of VOCOF model required further research.