Masters Degree Dissertations

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Constructivist, behaviourist teaching approaches and student engagement in secondary schools in Arua city, Uganda
(Kyambogo University [unpublished work], 2023-07) Onzi, Siraji Hamimu
This study examined the relationship between constructivist, behaviourist teaching and student engagement in secondary schools in Arua City, Uganda. The objectives of the study were to; find out the relationship between constructivist teaching approaches and student engagement, establish the relationship between behaviourist teaching approaches and student engagement, and determine moderating influence of behaviourist teaching approaches on the relationship between constructivist teaching approaches and student engagement in secondary schools in Arua City. The study adopted correlation and cross-sectional research design on a sample of 341 students and 15 teachers. Data were collected using a self-administered questionnaire for students and interview guide for teachers. Data were analysed using quantitative and qualitative methods. Quantitative data were analysed using descriptive statistics specifically frequencies, percentages, means, and inferential analysis by means of Structural equation modelling using Smart PLS. The findings revealed that constructivist teaching approaches positively and significantly predicted student engagement while behaviourist teaching approaches negatively and significantly predicted student engagement. The findings further revealed that behaviourist teaching approaches had a positive insignificant moderating effect on the relationship between constructivist teaching approaches and student engagement. Therefore, it was concluded that constructivist teaching approaches are imperative for student engagement, behaviourist teaching approaches are not essential for student engagement and combining behaviourist teaching approaches and constructivist teaching approaches is not a probable requirement for promoting student engagement. Therefore, it is recommended that teachers should adopt the constructivist teaching approaches to enhance student engagement, teachers should make effort to limit the use of behaviourist teaching approaches in teaching learning process and teachers should make effort to minimize combining constructivist and behaviourist teaching approaches in an effort to promote student engagement.
Coping with Post-Traumatic Stress Disorder among Victims of Fire Disasters in Kampala Capital City Authority, Uganda
(Kyambogo University [unpublished work], 2023-11) Besige, Sharon
The study examined the relationship between Coping and the occurrence of PTSD among victims of fire disasters in Kampala Capital City Authority, to provide a basis for psychological programs to address the needs of victims. Using a correlational design, data was collected by the help of structured questionnaires from a purposive sample of 160 respondents from Kiseka, Owino markets and Crest foam mattresses, who had been victims of fire disasters in KCCA. Data was analysed using descriptive statistics, Pearson correlation test and regression analysis. Significant findings included; a substantial occurrence of PTSD symptoms was found among victims of Fire disasters. The victims reported high levels of anxiety, restless and fear on reliving the traumatic fire disaster experience. Adaptive coping had a negative and non-significant influence on PTSD (β =-17, p> 0.05), Maladaptive coping had a significant influence on PTSD (β =.51, p<0.05) and coping explained 9% (r2=0.09) of the variation in PTSD. Thus, maladaptive coping in form of denial, withdrawal and emotional numbing was used mostly, which negatively affected the wellbeing of victims. Therefore, the government needs to develop a comprehensive model for timely management of Traumatic stress from disasters and a fully-fledged professional fire disaster trauma counselling department in all disaster management public institutions. The police firefighting department needs to have trained police officers in trauma counselling to provide immediate professional counselling to fire disaster victims, since they are usually the first contact and responders in cases of fires. Further research is recommended in public institutions to further bridge the knowledge gap on negative psychological effects of fire disasters.
Exploring clinical supervision practices: a comparative study of a public and Private Primary Teachers’ College in Uganda
(Kyambogo University [unpublished work], 2023-10) Abenaitwe, Allen
This study sought to explore clinical supervision practices undertaken in pre-observation, observation as well as post-observation phases in selected Primary Teachers’ Colleges (PTCs) in Uganda. Informed by Vygotsky’s theory of cognitive development, the study employed a qualitative approach, specifically a case study design, comparing clinical supervision practices using a case of a public PTC as well as a private PTC, in order to elicit best practices from each case, to inform the improvement of the quality of teachers produced by PTCs in Uganda. The data was collected from tutors and student teachers using semi-structured interviews, focus group discussions and lesson observations. The data was then analyzed using Creswell’s (2014) six-step data analysis procedure and findings elicited to address the research questions of the study, particularly eliciting clinical supervision practices undertaken within the pre-observation, observation and post-observation phases in selected PTCs in Uganda. First, the findings as regards the pre-observation phase revealed that PTC 2, a private institution, demonstrated the best practices in the pre-observation phase specifically in class allocation, topic allocation, tutor allocation, making and marking schemes of work while PTC 1, a public institution demonstrated best practices in lesson planning, making instructional materials, conducting demonstration lessons as well as pre-observation meetings. Second, as regards the observation phase, PTC 2 demonstrated best practices in checking pupils’ written activities, signing the SP assessment sheet, documenting progress, and grading as compared to PTC 1 whose best practice in this phase was in observing lessons. Third, within the post-observation phase, PTC 2 demonstrated best practices in documenting progress and grading as compared to PTC 1 whose best practices in this phase were conferencing, building rapport, self-assessment as well as setting an agenda for improving the next lesson. Both institutions can pick lessons from the other’s strengths. Further, both institutions showed gaps in documentation, microteaching, using audio-visual gadgets as supervision tools to capture data, as well as the faultfinding focus of the supervisors. The study recommended best practices in demonstration and group micro-teaching sessions; guided scheming and lesson planning coupled with provision of model schemes and lesson plans; guided creation, display and use of teaching aids, observation of the entire lesson; checking learner workbooks; joint tutor-student post-conferencing, signing of feedback sheets, training in the use of audio-visual gadgets and anecdotal records as tools to supplement and support clinical supervision; creating a jovial mood in order to build confidence in student teachers, giving student teachers opportunities to first talk about their taught lessons; tutors always leaving assessment reports with student teachers after post conferencing as well as helping student teachers to set strategies for improving the next lesson. As pointers for further research, the researcher recommends a future focus on challenges of clinical supervision in Government and private teachers’ colleges in Uganda, eliciting the experiences and/or perspectives from the stand point of schools of practice and exploring clinical supervision practices using mixed or quantitative approach in order to make the findings generalizable.
Exploring the role of chaplaincy ministry on students’ discipline in secondary schools in Kigezi diocese, Uganda since 2010
(Kyambogo University (Unpublished work), 2024-10) Ndyahabwe, Dickens
The purpose of the study was to explore the Role of Chaplaincy Ministry on Students’ Discipline in Secondary Schools in Kigezi Diocese Since 2010. The study employed the following objectives; To establish the nature of indiscipline in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To examine the contribution of chaplaincy ministry in promoting the student’s discipline in the Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To identify the factors limiting the chaplaincy ministry in promoting discipline among students in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. The phenomenological research design was explicitly used by the researcher. A qualitative approach was used to capture narratives, opinions, comments and views from different respondents. The population from which the sample was drawn consisted of head teachers, Chaplains, teachers and Students from schools. The Diocesan Bishop, Diocesan Secretary (DS), and Diocesan Education Coordinator (DEC). Purposive sampling strategy was used in this investigation. The study used Interview guides and Documentary analysis guide to collect data from the respondents. The findings of the study indicated that there are several indiscipline cases in the church founded secondary schools. These included but not limited to Escaping from school, Sexual immorality/ promiscuity, Disrupting classes and Dodging. The findings further indicated that other indiscipline cases are Absenteeism, Drug abuse and alcoholism, Theft, Teasing and bullying, Fighting. The research findings indicated that the chaplaincy has a fundamental contribution in promoting students’ discipline. Their contribution include; Guidance and Counselling, Preaching the gospel and Organizing fellowships. The study findings indicated that the chaplains face several challenges when promoting students’ discipline in schools. These included; under looking the chaplains, lack of accommodation or even poor accommodation in schools, chaplains received low remuneration and hatred. Furthermore, the chaplains do part timing jobs and this leads to less time for the assigned duties, there were limited ordained reverends to work as chaplains and there is direct opposition from members of other denominations. The researcher recommended that the chaplains should understand their position in schools and should cause change. Should create time for students and conduct services at appropriate time. Should create time for guidance and counselling and should be available. Members of the community mainly parents should respect the chaplains and confide in them concerning the matters of their children.
Funding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda
(Kyambogo University [unpublished work], 2022-07) Michael, Musasizi
The purpose of this study was to establish whether there is a significant relationship between funding mechanisms and quality of learning in the PTC in Uganda. The study was carried out at Bishop Willis Core PTC !ganga in Eastern Uganda. Three objectives namely; to establish the relationship between students' financial contributions and the quality of learning; to establish the relationship between government funding and the quality of learning; and to examine the relationship between donor funding and the quality of learning guided this study. The sample comprised of one principal, two deputy principals, twenty eight tutors and one hundred and nine teacher trainees. Data was collected by use of questionnaires, interview and document analysis. The study used both quantitative and qualitative method to analyse the findings. The findings showed that there was a significant and positive relationship between funding mechanisms and the quality of learning in primary teachers' colleges. The findings revealed that increased funding enables colleges to have enough and relevant instructional resources and motivated tutors to work. The study recommends that government should provide means on how to provide more funds to the Primary Teachers' Colleges so that more instructional materials are acquired, tutors' salaries are enhanced, and more provision of more continuous professional developments, programs effective monitoring and support supervision.
Information communication technology and pre-service teachers’ academic performance in science subjects : a case of primary teachers’ colleges, Iganga district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Magenge, Andrew
The study investigated the relationship between use of Information Communication Technology and pre-service teachers’ academic performance in science subjects: A Case of Primary Teachers’ Colleges in Iganga District, Uganda. The objectives of the study were to; explore the ICT resources available to facilitate the teaching/learning of Science subjects in Primary Teachers’ Colleges, to examine pre-service teachers’ interest towards use of available ICT resources in Science subjects in Primary Teachers’ Colleges and to establish the relationship between the use of available ICT resources and pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges in Iganga District. A cross-sectional survey design was adopted and the study employed qualitative and quantitative data collection methods and used correlation and descriptive approaches. From the questionnaires and interviews, a response rate of 95.2% was obtained from a sample of 229 respondents. Key findings showed that among the types of ICT equipment owned by pre-service teachers were laptops, Personal Computers, Desktop computers and smartphones for use in ICT lessons among others. The study found out that pre–service teachers had interest in using ICT to do given class assignments, this was achieved by use of computers, phones, internet among other ICT resources to do given Science assignments. According to pre service teachers, ICT eases the process of doing assignments and it also helped in research to ease the attempt of assignments in Science subjects. ICT also eased communication whereby fellow students communicated among themselves and also communicated to tutors concerning their Science studies using emails, whatsApp, facebook, google among others. On the relationship between the use of available ICT resources and Pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges, the study found out that at Bishop Willis Core PTC, a weak positive correlation as per Spearman’s correlation coefficient of r=0.174r = 0.174r=0.174 (p = 0.026), suggesting that access to functional computers and other ICT resources was positively associated with academic performance. In Walugogo PTC, a strong negative correlation, r=−0.669r = -0.669r=−0.669 (p = 0.000), indicating that the number of functional computers was associated with lower academic performance. The regression analysis revealed that Bishop Willis Core PTC demonstrated a strong relationship with an R2R^2R2 of 0.798. The presence of a well-equipped computer lab had a significant positive effect on academic performance (p < 0.001).While using ICT to facilitate teaching also contributed positively to academic performance (p = 0.003), the number of functional computers was not a significant predictor (p = 0.109. In Walugogo PTC, a moderate relationship with an R2R^2R2 of 0.647 was found. Similar to Bishop Willis, the availability of a well-equipped computer lab was significantly associated with better performance (p < 0.001), but neither ICT integration in teaching (p = 0.720) nor the number of functional computers (p = 0.339) significantly influenced academic outcomes. It was concluded that ICT plays a very important role in improving the academic performance in science subjects since it encourages research among the students, saves time, facilitate teaching and learning through creative presentations with simple animation functions among others but it is not an ultimate predictor. It was recommended that government should encourage and implement the use of ICT resources by tutors and pre-service teachers in the public and private Primary Teachers’ Colleges not only in ICT teaching but also in Science subjects so as to make teaching and learning an easy and enjoyable process. The pre-service teachers should be acquainted with the skills and competences to teach using ICT infrastructure. They need to be acquainted with online assessment, conducting online classes and giving feedback to the learners to improve academic performance in science subjects. The teacher trainers (tutors) need to integrate the limited available ICT resources in their teaching/learning process.
Instituitionalised on-campus child care arrangements and breast-feeding student mothers' academic undertakings: a case of Kyambogo University
(Kyambogo University (unpublished work), 2019-09) Namubiru, Aisha
The study focused on institutionalised on-campus childcare arrangements for breast-feeding student mothers and their participation in academic undertakings in Kyambogo University ( KyU). The study sought to establish whether there are adequate institutionalised on-campus childcare arrangements in KyU; explain how these affect breast-feeding student mothers· academic undertakings and. identify coping strategies student mothers undertake in playing dual roles in KyU. A phenomenological qualitative approach wa used to capture the student mothers· narratives using interviews and observations. The findings established the inadequacy of the mstitutionalised on campus childcare arrangements for student mothers. Additionally. the dilemmas student mothers face in taking up the dual and sometimes conflicting student-mother roles coupled with their coping strategies were illuminated. It was concluded that there is generally lack of institutionalised on campus childcare arrangements in KyU. Among the recommendations made were that KyU management provides institutionalised on-campus childcare arrangements for breast- feeding student mothers to enable them juggle dual roles effectively. KyU Management should sensitise . student mothers about the child study centre and also improve it. It should also bench mark other universities to help in designing and Implementing policies that cater for the needs of breast-feeding student mothers. The univer ity should also identify all student mothers and create a database to help in proper planning for the breast-feeding student mother .
Leadership styles, employee empowerment and turnover intentions in private secondary schools : a case study of Wakiso district, Uganda
(Kyambogo University[unpublished work], 2021-10) Luyombya, Paul
The purpose of this study was to investigate the influence of Leadership styles, employee empowerment on turnover intentions in private secondary schools in Wakiso District. The objectives of the study were: to examine the relationship between Leadership styles and Turnover Intentions, to assess the relationship between Employee Empowerment and Turnover Intentions, to examine the predictive potential of Leadership styles and Employee empowerment on Turnover Intention as well as to assess whether there is a significant difference between Leadership styles, Employee empowerment and turnover intentions in private secondary schools. In this Study, a quantitative approach and specifically, a cross-sectional design was used. A stratified random sampling design was used to select respondents. The data was collected using self-administered structured questionnaires that measured the perceptions of respondents. Out of the targeted sample size of 302 teachers, only 298 were filled and returned making a response rate of 98.7%. In this study, significant findings revealed that leadership styles have a statistically significant positive relationship with turnover intentions (r=.246 * , P<0.05). In addition, it was found out that employee empowerment has no significant relationship with turnover intentions (r=.213, P>0.05) in private secondary schools. Furthermore, it was found that leadership styles and employee empowerment predicted 5.9% variation in turnover intentions. It was recommended that head teachers and proprietors of private secondary schools should employ appropriate leadership styles that will reduce staff turnover intentions in their respective schools.
Organisational Justice, Employee Mentorship and Turnover Intentions among Non-Teaching Staff at Kyambogo University
(Kyambogo University [unpublished work], 2023-09) Namusoke, Getrude
The study examined how organizational justice and employee mentoring affected non-teaching staff members' intentions to leave KYU. Data were gathered from a random sample of 257 respondents using structured questionnaires and a correlation survey approach. The data were analysed using descriptive and inferential statistics, Pearson correlation, and regression analysis. According to the study, turnover intentions and organisational justice were positively correlated (r =.507, P< 0.01).Non-teaching Staff were able to have a sense of belonging and enthusiasm for their work because of distributive and interactional fairness. Due to the role modelling, career development, and social support that strengthened the sentiments of commitment among workers to their organisation and made them want to stay and work for it, there was a positive and significant association between employee mentoring and turnover intentions (r =.297, P< 0.01).Additionally, there was a strong and positive correlation (r=.560, P< 0.01) between organisational justice and employee mentoring. Together, organisational justice and employee mentoring successfully predicted turnover intentions (r=.48, p<0.05). Employee mentorship increased its contribution by (r2 change=0.01) of organisational justice to turnover intentions. This is because employee mentorship led employees to feel that KYU values them and, thus, they were grateful to stay and work for it. Therefore, for Universities to address the issue of turnover intentions, retention strategies to address the mentoring requirements of staff members must be put in place. Programmes to empower employees to have effective participation and engagement in sustaining distributive and interactional justice, as well as role modelling, should freely be available to reduce turnover intentions among non-teaching staff. Keywords: Organisational Justice, Employee Mentorship and Turnover Intentions.
Philosophical examination of pedagogical competencies and the Epistemic essence of lecture delivery by Kyambogo university teaching staff
(Kyambogo University (Unpublished work), 2024-03) Okao, Denis
The research investigated the influence of Pedagogical Competencies (PC) on lecture delivery among the teaching staff at Kyambogo University and the constituency branches in Soroti and Bushenyi. Constructive theory served as the foundation for the development of three objectives: determining the relationship between pedagogical competencies and lecture preparation, lecture delivery, and students’ assessment and evaluation. The analysis of data was mostly done using a quantitative approach while a slight use of qualitative research design was also employed. Teaching staff, academic administrative staff, undergraduate students at Kyambogo University, as well as the constituent branches Soroti and Bushenyi, were the researchers' respondents. Using stratified random and purposive sampling, they were chosen for sampling. Checklists for observations, interview guides, and survey questionnaires were used to get data. Data were analyzed in frequencies, percentages, means, and standard deviations. The thematic analysis of the qualitative data was done in conjunction with the Pearson Correlation approach for the analysis of the research questions. Findings revealed that Pedagogical Competencies influence the quality of lecture preparation; lecture delivery; and learners’ assessment and evaluation. Based on this evidence, it was concluded that PC significantly influences lecture preparation; lecture delivery; and assessment and evaluation. It was recommended that the management of Kyambogo University should design and implement sustainable strategies to support and continue improving the pedagogical skills of the teaching staff.
Social media usage, self-regulation and intentions to engage in risky sexual behaviors among students of Kyambogo University in Uganda
(Kyambogo University[unpublished work], 2021-08) Kakinda, Adrian Ivan
This study set out to establish the relationship between Social Media Usage, Self- Regulation and intentions to engage in Risky Sexual Behaviours among university students, a case study of Kyambogo University in Uganda. This study was conducted using a correlational study design. A sample size of 370 participants was used in the study. The respondents constituted final year students of Kyambogo University. Data were entered in SPSS version 20 and analysed using Pearson Product Moment correlation coefficients and regression analysis. The study found out that there is a weak significant positive relationship between social media usage and self-regulation (r = .203, p = 0.01), negative relationship between self-regulation and intentions to engage in risky sexual behaviours (r = -.173, p = 0.01), there is no significant relationship between social media usage and intentions to engage in risky sexual behaviour (r=-.081, p<0.01). Social media usage and self-regulation are significant predictors of intentions to engage in risky sexual behaviour, (t=0.917, P=.000), (t=3.091, P=.002). However, the better predictor of intentions to engage in risky sexual behaviour is self-regulation (Beta = 0.162, t=3.091, p= 0.002) among university students. Among the recommendations, there is need for sensitisation of the students and youth in universities on hazards of engaging in risky sexual behaviours, adopting selfregulation as a protective factor and also sensitise students on various control measures of social media usage, and risky sexual behaviour intentions. Key words: Social Media Usage, Self-Regulation, Risky Sexual Behaviour
Students’ perception of lecturers’ ethical conduct In higher institutions of learning: a case of Kyambogo University
(Kyambogo University[unpublished work], 2022-09) Simpurisio, Christmas
The study focused on Students’ Perception of Lecturers’ Ethical Conduct in Higher Institutions of Learning; a case of Kyambogo University. The objectives that guided the study included; To establish the students’ perception of lecturers’ integrity in Higher Institutions of Learning; To establish students’ perception on the Lecturers’ Commitment to duty in Higher Institutions of learning; and To establish students’ perception of the Lecturers’ Honesty in Higher Institutions of Learning. A qualitative approach and a phenomenological design were used to capture narratives and views from students. Open ended questions, interview guide and document analysis were used to collect data. A sample of 31 respondents that were got through purposive sampling method participated. Collected data was transcribed verbatim and analyzed using NVivo 10 software. Triangulation was also done to capture all views from all respondents. Findings revealed that lecturers are transparent in the way they award marks. It was also found out that lecturers listen to the students. It was also found that the lecturers follow university rules and regulations, they have self-respect and respect for students. It was further discovered that lecturers were committed to their duties. However, another section of lecturers are biased when marking, assessing and relating with students, others are rude and harsh, soliciting money for awarding marks among others. Lecturers also miss lessons, use outdated notes and do not return papers after marking especially tests and course works. It was concluded that some lecturers are good and their ethical conduct is commendable, however, others are so unethical and make students hate the teaching profession. Among the recommendations made are that integrating ethical theories like virtue theory, consequentialism theory and principles of ethics in education, opening a window for whistle blowers and effecting the deterring measures like punishment.
Teachers’ conceptions about sources of knowledge and pupils’ academic performance: a case of government aided primary schools in Kumi district
(Kyambogo University [unpublished work], 2023-10) Okwapi, Charles
The purpose of the study was to investigate the Teachers‘ Conceptions about Sources of Knowledge and Pupils‘ Academic Performance in Government aided primary schools: a case of Kumi District with a view of recommending on how to improve pupils‘ academic performance. The study was guided by three objectives; to establish teachers‘ conceptions about the sources of knowledge in government aided primary schools, to analyze how pupils are aided during the teaching-learning process in government aided primary schools and to determine whether there is a relationship between teachers‘ conceptions about sources of knowledge and the pupils‘ academic performance in government aided primary schools. The study was conducted because in the past five years (2015-2019), pupils‘ academic performance has been deteriorating. The study adopted a cross-sectional survey research design. Quantitative and qualitative (mixed) approaches of data collection were employed. A total of 454 respondents constituted the sample size of the study. These included 35 Head teachers, 35 Director of studies, 104 classroom teachers and 280 Primary Seven pupils; from the 35 Government aided primary schools. The researcher used three types of research instruments: Questionnaires, Interview guide and Classroom observation. The results revealed that there was a significant statistical relationship (r=1.00, p=0.000) between teachers‘ conceptions about the sources of knowledge and the pupils‘ academic performance. The study concludes that; Professional teachers appreciate the role played by each source of knowledge including Rationalism, Empiricism and Authoritarianism so as to enable them to make reliable and informed conclusions that have enabled them to boost pupils‘ academic performance. The researcher recommends that Primary Teachers‘ Colleges (PTCs) programme should incorporate and encourage learning of topics concerning conceptions about sources of knowledge and their role to enable pupils perform well academically.
Teachers’ preparedness in delivery of competence based curriculum in selected government- aided secondary schools in Soroti district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Omoding, Basil
The study was epistemological and in particular it aimed at exploring teachers’ preparedness in delivery of Competence Based Curriculum in selected Government-aided secondary school in Soroti district, Uganda. Three objectives guided the study; to explore teachers’ preparedness to use learner centered methods, to establish teachers’ preparedness to use instructional materials and to examine teachers’ preparedness to use appropriate assessment modes during the delivery of Competence Based Curriculum in Government- aided secondary schools. This study was guided by Lev Vygotsky’s Constructivism Theory. The study also used Phenomenological research design. The sample populations comprised of twenty-five participants; 02 head teachers, 02 directors of studies and 21 teachers in senior three classes who dispense episteme in the seven compulsory subjects in Competence Based Curriculum; Mathematics, English, Physics, Chemistry, Biology, History and Political Education and Geography. Data collection methods included; In-depth interviews, Observation and Document analysis. Trustworthiness was done through triangulation, entailing the use of multiple methods of data collection as well as multiple sources of data. Credibility or dependability, the researcher constantly compared data with the codes to ensure consistent coding. The findings of the study were; teachers tried to provide learners with an opportunity to actively participate through working in pairs and groups. The research findings further indicate that, most teachers still do not know the different techniques in the learner methods and so, they became teacher centered during the lesson delivery by considering learners as blank slates (tabula rasa). Besides, there is still a challenge on the teachers’ preparedness to use instructional materials this was observed as teachers were not using the modern technologies like smart phones and internet. They also had a difficult in improvising the instructional materials from the local environment and yet according to Naturalistic philosophers, education should be conducted within the learners’ natural environment. Most teachers were unable to set scenario- based questions and track learners’ performance using criterion- based reference assessment. The study therefore, concludes that, teachers have at least had training in the delivery of Competence Based Curriculum in terms of using learner centered methods, instructional materials and appropriate assessment modes, though they are still not yet well versed with the new delivery of the Competence Based curriculum. Key recommendations were; the Ministry of Education and Sports and NCDC should continue to support teachers’ preparedness to deliver Competence Based Curriculum, through regular re-trainings. Finally, the teacher training institutions should integrate Competence Based Curriculum in to their teaching syllabus so as to produce teachers who are well versed with the Competence Based Curriculum which is the postmodern philosophical teaching and learning paradigm.
Teaching practices and the acquisition of job related competencies: a case of graduate teachers of Kyambogo and Uganda martyrs universities in Uganda
(Kyambogo University [unpublished work], 2022-05) Denson, Mugoya Dan
This study examined the influence of teaching practices on the acquisition of job related competencies by graduate teachers of Kyambogo and Uganda Martyrs Universities in secondary schools in Wakiso District, Uganda. The alumni of the BED programmes from KYU and UMU were preferred for this study since they have had prolonged exposure to the study variables this study investigated; and these two universities have the longest history implementing the BED programmes in Uganda. Objectives of the study were: to explore whether the BED curricula at KYU and UMU had a significant relationship with the graduate teachers’ content mastery in the subject areas; to establish the relationship between Teaching Methodology at university and acquisition of pedagogical competencies among graduates from KYU and UMU and to establish the extent to which KYU and UMU inculcate virtues required in professional practice among graduate teachers. This study used a co-relational survey design; both quantitative and qualitative approaches were used to collect data. This study used a sample of 30 alumni of the BED programme from each of the two universities teaching in 08 secondary schools in Wakiso District plus their head teachers, 02 members of the top management and 10 lecturers from each university. The alumni graduate teachers were sampled using snowball sampling technique while the members of top management in the two universities and the head teachers of the sampled schools were sampled using purposive sampling, then the lecturers from the faculties of education in the two universities were conveniently sampled. The findings revealed that there was a significant relationship between teaching methodology and acquisition of job related competences among graduate teachers while BED curricular and professional practice had insignificant relationships with acquisition of job related competences among graduate teachers. It was concluded that; the BED curricular at KYU and UMU do not significantly influence the Graduate teachers content mastery in their subject areas; while teaching methodology has a significant and positive influence on the acquisition of the pedagogical competencies among the graduate teachers of UMU and KYU; and that, to a smaller extent KYU and UMU inculcate virtues required in the professional practice among BED graduates. It was concluded that KYU and UMU administrators, staff and other stakeholders should embark on a review of the BED curricula to meet the demands of the labour market; both universities should ensure the active involvement of the key stake-holders in the curriculum review process; KYU and UMU administration should also invest more time and resources in retooling the academic staff in the area of the teaching methodology and related pedagogical aspects; KYU and UMU leadership should also invest more in the promotion of appropriate technologies to facilitate effective teaching and learning; It was recommended that; District Education Officers in collaboration with other stake holders, should organise refresher courses for practicing teachers to sharpen their knowledge and competencies in their subject areas; The MOE’s should strengthen the agencies responsible for monitoring, inspecting and support supervision of the sector in the district and country at large; and lastly graduate teachers could be encouraged to embrace continuous professional development workshops. further research, be conducted on Bachelor of Arts with education; and also that comparative studies be conducted on the Professional Teacher effectiveness among the graduates of the BED program and the Bachelor of Arts with Education program
The use of information communication technology (ICT) and effective teaching and learning: a comparative study of Kyambogo and Makerere universities
(Kyambogo University [unpublished work], 2023-08) Nanyanzi, Rashida
The study set out to find out in a comparative manner whether use of ICT led to effective teaching and learning in Kyambogo and Makerere Universities. The objectives of the study were to determine how ICT literacy is related to effective teaching and learning, to find out the effects of ICT connectivity on teaching and learning and to establish the relevancy of ICT infrastructure in teaching and learning at Kyambogo and Makerere universities. The study used a descriptive cross-sectional research design that employed both quantitative and qualitative approaches. A sample of 399 respondents including students, lecturers, deans, and heads of departments participated. Structured questionnaires and interviews were used to collect data.Data were analysed using quantitative and qualitative methods. Quantitative data were analysed using descriptive statistics specifically frequencies, percentages, means, correlation, basic linear regression and t-test analyses while qualitative data was analysed using thematic analysis. Findings indicated that the level of ICT literacy had a weak positive and significant relationship with teaching and learning at both Kyambogo University and Makerere University. The study also found out that ICT connectivity had a strong positive and significant effect on teaching and learning at both Kyambogo University and Makerere University. The study further revealed that ICT infrastructure had a strong positive and significant effect on teaching and learning at Kyambogo University but a weak positive and significant effect on teaching and learning at Makerere University. It was concluded that ICT enabling factors which include ICT literacy, connectivity, and infrastructure play a significant and fundamental role in improving teaching and learning at Kyambogo and Makerere universities. It was recommended that more training should be provided to all students and lecturers on how to use and apply the different ICT tools in the teaching and learning process at the universities. More effort should be put in providing accessibility to internet in all areas within the universities and the infrastructure being average in both universities, the universities should ensure that the computers equipped in the different computer laboratories are fully functional and fully installed with the latest and necessary software that are required by different students.
Water and sanitation facilities for menstruation management by female students in higher educational institutions. A case of Kyambogo University
(Kyambogo University [unpublished work], 2023-10) Nassozi, Pomlet
This study focuses on the status of water and sanitation facilities for menstruation management in Higher Education Institutions. The study addressed three objectives namely; I .To assess the status of water and sanitation facilities for menstruation management by female students in HEI. 2. To examine the integration of water and sanitation facilities for menstruation management in the planning and budgeting processes in HEI. 3. To assess female students' perceptions towards access and utilization of water and sanitation facilities for menstruation management in HEI. The study employed a descriptive survey research design with qualitative methods of data collection and analysis. The methods included: in-depth individual interviews, Key Informant Interviews, Focus Group Discussions, observation and documentary analysis. Data was collected from 52 participants who comprised of 05 top management officials and 47 female students who included Student Course Coordinators and Guild Officials. The findings of the study were that, first; the status of water and sanitation facilities in Kyambogo University is poor, inaccessible, unavailable and unusable by female students during menstruation. Secondly, the findings revealed that there is limited engagement of female students and administrators in the budgeting and planning of water and sanitation facilities for menstruation management by the Estates Department. Moreover, the generic budget does not adequately cover all the requirements for menstruation management by female students. Thirdly, findings also revealed that female students perceive water and sanitation facilities for menstruation management as generally available but inaccessible and unacceptable in various ways. The conclusion drawn is that the study generates knowledge about the status of water and sanitation facilities for menstruation management to enable female students participate in academic activities in Higher Education Institutions. Among recommendations made were; The Directorate of planning and development at KyU should promote a participatory and gender- equity inclusive plan and budget that ensures that water and sanitation facilities for menstruation management becomes an integral aspect in planning and budgeting processes of the Estates department. The university should equitably improve the current status of water and sanitation facilities for menstruation management by providing water in toilet rooms include changing rooms, replacement of broken doors to provide privacy and other required facilities to enhance effective menstruation management.

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