Department of Teacher Education and Extension

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Communication satisfaction, marital satisfaction and relationship maintenance in long distance marriages in Kyambogo University, Uganda
(Kyambogo University, 2020-02) Tukundane, Lydia.
The purpose of the study was to examine the relationship between communication satisfaction, marital satisfaction and relationship maintenance in long distance marriages among Kyambogo University staff. The research design was a cross sectional survey and stratified simple random sampling was used to select the married female and male members of staff to include in the sample. Data was collected from 172 respondents using a self-administered questionnaire from a population of 295 members of staff in long distance marriages. The data was analyzed using SPSS 22 version, and subsequent analyses (correlation and regression) were conducted. The results revealed that there was a significant positive relationship between communication satisfaction and relationship maintenance among long distance married employees (r=.86, p≤ .01); a significant positive relationship between marital satisfaction and relationship maintenance among long distance married employees (r=.64, p≤ .01); a significant positive relationship between communication satisfaction and marital satisfaction among long distance married employees (r=.79, p ≤ .01). The results from regression analysis further revealed that of the two independent variables, only communication satisfaction (β=.95, p≤ .00) was found to have a significant effect on relationship maintenance. Further studies should be made to establish other factors that lead to relationship maintenance. The researcher recommends that further research should be done on marital satisfaction in long distance marriages.
Comparative study of teachers’ expectations, instructional practices and learners’ competence in mathematics in Uganda
(Kyambogo University, 2021-07) Kisa, Sarah
The study explored Primary One teachers’ expectations of their learners’ competence in mathematics and the instructional practices teachers could adopt to enhance the competence. The focus was on establishing how teachers’ expectations influence learners’ competence; determining the most mastered mathematics competences by the learners; and examining instructional practices teachers should use to help learners attain competence. A mixed methods survey was used among 74 purposively selected P.1 teachers and 296 randomly selected learners from 37 schools in each of Busiro North and Luuka North County. Data collection tools included a questionnaire, lesson observation schedule, oral interview guide, learners’ mathematics test and artefacts of learners’ work. The t-test for independent groups was used to compare learners’ test scores, while Pearson’s correlation coefficient established the relationship between teachers’ expectations and learners’ competence. Learners were most competent in working with numbers 0 to 9, with over 80% able to score at least 7 out of ten. However, at least 3 % of the learners could neither count nor write any number. Learners from Busiro performed better overall (M = 25.24, SD= 6.22) compared to those from Luuka (M = 20.35, SD= 9.66). Statistically significant relationships were found between teachers’ expectations and learners’ competence for Busiro and Luuka (r = 0.711, r = 0.596, p = 0.01) respectively. Teachers considered learner’s age; language for instruction; and nursery school attendance important background factors for enhancing P.1 learners’ competence in mathematics. Teachers used various instructional practices to enhance the learners’ mathematics competence. These included use of songs, rhymes and games with mathematical concepts. However, not more than 10% of the teachers from either study area used practices which are promotive of the learners’ competence in mathematics such as pair work, visual prompts, and learner explanation of ideas. A few teachers used practices that demote competence in mathematics like ignoring learners when they laugh at a classmate who makes a mistake while attempting a task at the chalkboard, and calling on the next learner to attempt a task when the first learner has failed and has not been given any feedback or support to correct a misconception. The findings indicate a need for teacher education courses in Uganda to inform pre-service teachers about teacher expectations and their influence on learners’ competence. Teachers in Busiro and Luuka North Counties are encouraged to consistently use practices like learners’ justifications of their ideas in all mathematics lessons and ensure that no learner begins a new lesson when they still have misconceptions from the previous lesson.
Compulsory science policy, student performance, and teachers’ role: Uganda’s experience
(Journal of Education, Humanities and Sciences (JEHS), 2014) Joyce, Ayikoru Asiimwe
Using Lipsky’s concept of the street-level bureaucrat, this paper highlights how teachers may be contributing to students’ high failure rates within the framework of the recent educational reforms, with particular focus on the Compulsory Science Policy (CSP). Analysis of students’ performance in science and mathematics before and after the policy indicates that secondary schools have continued to register high student failure rates in mathematics and the core sciences. This dismal performance puts science teachers on the spotlight and threatens to undermine their professional competence. Over the years science teachers have often responded to the dilemma of high failure rates by locating the problem within the schools, students, and students’ home environment. Teachers rarely think of themselves as part of the problem. The paper argues that to realize the critical human resource base required to drive the country into the direction of achieving its national goals, there is need for teachers to identify themselves with student failures and become accountable for the teaching and learning outcomes in secondary schools.
Compulsory science policy: enhancing gender equality in education? A case study of academic achievement in Uganda
(MIER Journal of Educational Studies Trends and Practices, 2013-11) Joyce, Ayikoru Asiimwe
This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.
Effect of charcoal earth kilns construction and firing on soil chemical characteristics
(Jurnal Manajemen: Hutan Tropika, 2009) Senelwa, Kingiri; Ekakoro, Emmanuel; Kirongo, Balozi B.; Etiégni, Lazare; Orori, Benard; Lipwoni, Volga; Katigo, Jokshan K.; Mboma, Lucy M.
Assessments of localized ecological and environmental impacts of charcoal production including effects on soils at kiln sites is seldom undertaken, with more emphasis being placed on the global effects of the practice such as forest degradation and deforestation. A study was undertaken in Narok, Eldoret, Moiben, and Turbo in Kenya on known charcoaling sites to investigate the impact of charcoal production on the soil chemical characteristics. Composite soil samples from 12 sampling points for all study sites were taken randomly at a depth of 0–15 cm. The samples were conditioned and analyzed for pH, particle size, Cation Exchange Capacity (CEC), extractable phosphorus, organic carbon, nitrogen, and exchangeable bases. A comparison of the soil properties between undisturbed sites and charcoaling sites showed significant differences for all chemical properties except CEC, Mg, and K. For the Moiben site, only the pH showed no significant difference (p < 0.05). The observed high carbon content reduced with time for the one year following charcoaling activity and was attributed to soil erosion since charcoal production activities reduced the sites vegetation cover. Most chemical changes positively enhanced the nutrients content and availability, but were short lived probably due to soil erosion. These results demonstrate the need to adopt technologies with minimum impact on the soil, or a shift to centralized production sites outside forest ecosystems or farmlands.
An Exploration Of The Factors Affecting Skills Development Amongst Trainees Of Building And Civil Engineering In Technical And Vocational Institutions In Uganda
(Journal of Research & Method in Education (IOSR-JRME), 2024-10-27) Akunda, Timothy; Ouma, Peter; Wanjala, Kerre Bonaventure
The study explored the factors affecting skills development amongst trainees of building and civil engineering in Technical and Vocational institutions in Uganda. Technical and Vocational Education and Training (TVET) involves studying technologies and science, offering the youth opportunity to acquire skills, attitudes, and knowledge in various occupations to match with the world of work. The study was guided by the research question; ‘What are the factors affecting skills development amongst trainees of building and civil engineering in Technical and Vocational institutions of Uganda’? The study adopted cross-sectional analytical type of design. Data was collected using questionnaires and interviews, from 317 trainees, trainers, lecturers, instructors, managers of industries, technicians and heads of department in building and civil engineering sector. The quantitative data collected was coded and analyzed using statistical package for social sciences (SPSS), while the qualitative data was analyzed thematically. It was concluded that: Level of education of trainers, Training facilities, are considered significant factors because they are above average mean of 4.39. Formative and summative evaluation of trainees on industrial training by industry and institutions’ supervisors, are significant factors because of their categorization of workers in industry. The study also identified challenges such as curriculum misalignment, lack of modern infrastructure, and financial constraints. It was therefore recommended that practical work, be aligned with constructivist principles, be emphasized for hands-on in order to match with world of work requirements. It was also recommended that institutions should conduct regular evaluations of training methods to gauge effectiveness of training on skills development amongst trainees building and civil engineering sector. Also adopt flexible approaches to accommodate diverse learning preferences, recognizing that trainees may have different perceptions of effective learning methods that could improve their training on skills development. TVET institutions should encourage collaboration with industry partners to foster close collaboration. TVET institutions should focus on modernizing the equipment and tools to match with curricula to keep pace with technological advancements.
Exploring the knowledge of tutors on gender equity and equality in teacher education in Uganda
(African Journal of Education Science and technology(AJEST)., 2018-09-14) Kansiime, Margaret L.
This study investigated on Gender Equality and Equity in Teacher Education in Uganda. The aim of the study was to examine the extent to which pre-service teacher education prepares future teachers to be gender responsive in their teaching career. A total sample of 90 tutors was obtained from 15 government teacher training colleges. Questionnaires, interviews to key stake holders in teacher education in the Ministry of Education and observations were used for data collection. Data was analyzed by using simple random sampling. The study revealed that though tutors understood what the term gender meant their socialization process continues to perpetuate gender inequality in their way of life. This socialization process impacts on how teacher trainers treat male and female students. The study found that tutors associated female students with weak issues while male students where associated with the hard work and good performance in class. The study concludes that low levels of gender responsiveness reinforces the superiority of males over females. The research demonstrated that the tutors‟ gender played a significant role in influencing how male and female students learn and conceptualize what they are taught. The outcome was the continuous gender inequalities and inequities in our societies. The study made recommendations that would help teachers to unlearn, relearn and reconstruct the way they perceive gender issues and how they teach and train teachers to- be who are the foundation of education systems worldwide.
Indicators for the measurement of teachers’ professional identity across Asia and Africa: a Delphi study
(Journal of Asian and African Studies, 2021) Mohd, Ali Samsudin; Melanie, Carmen Moen; Pham, Thi Thanh Hai; Belay, Hagos Hailu; Arif, Hidayat; Yoko, Ishida; Tatsuya, Kusakabe; Hiroaki, Ozawa; Nor, Asniza Ishak; Shaik, Abdul Malik Bin Mohamed Ismail; Toyin, Eunice Owoyemi; William, AL Anangisye; Nkanileka, Loti Mgonda; Joyce, Ayikoru Asiimwe; Charles, Kyasanku
The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.
Instructional media and methods in the implementation of a curriculum reform: a case of entrepreneurship education in Uganda
(Asian Journal of Social Sciences & Humanities, 2014-02) Luyima, Jimmy; Ndawula, Stephen; Kasirye, Richard
This study focuses on the role of Instructional media and Methods in curriculum reform implementation of Entrepreneurship Education in Uganda. It examines how instructional media and methods have affected the achievement of the overall vision of introducing Entrepreneurship Education in secondary schools, as curricula innovation geared at equipping students at secondary schools with Entrepreneurship skills for self employment. The study took a qualitative approach with 30 respondents purposively sampled. It was concluded that majority of the teachers of Entrepreneurship were ill prepared and did not have relevant instructional materials. At the same time, teachers never had adequate time to conduct field lessons. It was therefore recommended that, Teacher Training Institutions adopt Entrepreneurship Education a core subject so as to produce fully qualified teachers; National Curriculum Development Centre (NCDC) to produce enough instructional materials and avail them on market and orient teachers on the use of appropriate methods.
Preliminary surveys of outdoor and indoor aeromycobiota in Uganda
(Springer Link: Mycopathologia, 1999) Ismail, M. A.; Chebon, S. K.; Nakamya, Rebecca
This investigation was conducted during the period of March through June 1998 to trap, enumerate and identify the different airborne fungi in a variety of microhabitats of outdoor and indoor environments in different localities of Uganda. The settle plate method was used and Czapek-Dox agar was the isolation medium. A total of 47 genera and 61 species in addition to some other unidentified airborne fungi were trapped from all exposures at outdoor (39 genera and 52 species) and indoor (35 and 49) environments. The total fungal catches of outdoor airspora obtained from all exposures (and even in most individual exposures) were more than twice (5222 colonies) of that of the indoor ones (4361) when the exposure periods are taken into consideration. It is worth mentioning that the most highly polluted sites were either parks, forests or river banks for outdoor exposures, or teaching laboratory, library, laterines or bathrooms for indoor exposures. The most prevalent fungi from both outdoor and indoor microhabitats being species of Mycosphaerella, Yeasts, Penicillium, Fusarium, Aspergillus,Cochliobolus and Alternaria. However, several others were trapped frequently from either outdoor or indoor environments. On the other hand, several others were trapped only, but not frequently (in low or rare instances) from either outdoor or indoor microhabitats. The implications of these airborne spores are also discussed.
Staff capacities for inclusive teaching and learning of students with visual impairment: a case of public universities in Uganda
(East African Journal of Education Studies, 2023-10) Leah, Sikoyo; Betty, Akullu Ezati; Dianah, Nampijja; Joyce, Ayikoru Asiimwe; Michael, Walimbwa; Daniel, Okot
Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs.
State of teacher made classroom tests and testing as continuous assessment in an inclusive setting for practical outcomes, case study of bachelor of teacher education students in Kyambogo university, Uganda
(African Journal of Education, Science and Technology, 2023-04) Godfrey, Bakaira G.
Inclusive education, inclusive classroom, inclusive setting, teacher made classroom tests and testing are commonly used terms by educators; teachers, teacher educators, administrators, parents/guardians, communities of practice and stakeholders. A few of these personnel have the required knowledge, attitudes or values and competences (practice) of an inclusive learning classroom for practical learning outcomes. The researcher intends to share on an evaluation of the current state of teacher made classroom tests and testing as continuous assessment in an inclusive setting for relevant learning outcomes. The research includes, an introduction (theoretical and conceptual), purpose and objectives, methodology, results, conclusions and recommendations based on research emerging issues for action. The researcher used mixed methodology; action research, evaluative and case study on 351 Bachelor of Teacher Education students (2018 to 2020) with backgrounds in Teacher Education, Special Needs Education and Education Primary. Key findings were; inadequate teacher capacity, limited specific need-based resources, infrastructure, mixed perceptions of Special Educational Needs, less attention to learner uniqueness. Some key recommendations included; teacher capacity building through structured need based Continuous Professional Development including education in emergencies and crisis.
Teachers’ expectations and mathematics competence of primary one learners: a comparative study of Busiro and Luuka, Uganda
(African Journal of Education and Practice, 2020-08) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
Purpose: Teacher expectations of their learners’ competence has been seen as a key contributor to children’s level of performance in a given subject area. However, in the case where teachers already feel their learners do not have the competence, can the children have a chance of doing any better? This study explored the primary one teachers’ expectations of their learners’ mathematics competence to ascertain the linkage between those expectations and the learners’ performance in the identified mathematics competences. Methodology: The comparative study was conducted in Busiro North and Luuka North Counties in Uganda among primary one learners and teachers. A cross-sectional survey was used to collect data from 74 purposively selected primary one teachers and 296 randomly selected learners from 37 schools in Busiro North and 37 schools in Luuka North Counties respectively. Data collection tools used were questionnaires, learners’ mathematics competence test and artefacts of learners’ written work. Data analysis was done using the Statistical Package for the Social Sciences (SPSS). The t-test for independent groups was used to compare the learners’ test scores, while Pearson r was used to establish the relationship between teachers’ expectations and learner performance. Findings: Results showed significant relationships between teacher expectations and learners’ performance for both Busiro and Luuka (r =0.711, r = 0.596). Teachers considered age of a learner; language used as medium of instruction; and having attended nursery school as important background factors that promote a P.1 learner’s mathematics competence. Unique contribution to theory, practice and policy: The findings indicate a need for primary school teacher education courses to inform pre-service teachers about teacher expectations and their associated influence on learner performance. All teachers are urged to use strategies that encourage learners to meet teacher expectations. Teachers in urban areas ought to include more practical approaches to teaching mathematics in order to develop lasting and applicable skills in the learners.
Teachers’ instructional practices for promoting primary one learners’ mathematics competence: a comparative study of Busiro and Luuka, Uganda
(. American Journal of Education and Practice, 2020) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence. Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively. Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”. Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
Teachers’ professionalism and student discipline: a case of secondary schools in Arua municipality
(Kyambogo University, 2021-05) Atama Alioma, Blasio
Student discipline is a major concern in secondary schools in Arua Municipality. The purpose of the study was to establish the relationship between Teachers’ Professionalism and Students’ Discipline in secondary schools in Arua Municipality. The objectives of the study include: to establish a relationship between teacher communication and student discipline, to establish a relationship between teacher commitment and student discipline, to establish a relationship between teacher conduct and student discipline, to establish the relationship between the management of school environment and student discipline. The research was conducted in Arua Municipality. The research used a Cross section survey design which was suitable for collecting both qualitative and quantitative data. Questionnaires, Interviews, Focus Group Discussions and Non-Participatory Observation were used to collect the needed data. The study was conducted in ten selected secondary schools. A pilot study was conducted in three schools which were not included in the final study. Reliability of the instruments was also done through the most common internal consistency measure known as Cronbach’s alpha which indicates the extent to which a set of test items can be treated as measuring a single latent variable. Findings indicated that lack of confidentiality among teachers, absence of fences, poor leadership styles were some of the major causes of student discipline. The study also found that the aspects of teacher professionalism like teacher communication, commitment, conduct and management of school environment have significant relationship with the student discipline in secondary schools. The study concluded that teachers should adhere to teachers’ Code of Conduct in order to avoid cases of students’ discipline in secondary schools. The study recommends that more sensitization be carried out to educate the students on the effects of indiscipline in secondary schools.
Understanding doctoral supervision: concepts and experiences of selected supervisors and Ph.D. graduates in Uganda
(MIER Journal of Educational Studies Trends and Practices, 2019-11) Joyce, Ayikoru Asiimwe
Worldwide higher education is witnessing an expansion in graduate education, hence, the need to focus on the quality of graduate training and research, especially at the Ph.D. level is of utmost importance. It is widely acknowledged that supervision plays a major role in a graduate student's outcome. In order to increase the efficiency and effectiveness of graduate studies in higher education, there is a need to put graduate supervision as a key focus area in planned reforms. In this paper, the author has reflected the concept of 'supervision' using the social viewpoint, augmented by personal experiences of both supervisors and Ph.D. graduates. The inquiry adopted a largely qualitative approach and data was collected using a self-administered openended questionnaire. The data were analysed descriptively using the themes in the questionnaire. The findings indicated that Ph.D. supervision is characterized by a 'complex' mix of factors, hence requiring thorough planning at three levels i.e. supervisor, institutional andindividual students.

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