Journal Articles

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/65

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A tiresome but rewarding task: Teachers’ experiences of assessment within the Uganda Lower Secondary Curriculum
(African Journal of Teacher Education, 2024-12-13) Ahabwe, Monica
The Lower Secondary Curriculum (LSC) in Uganda, launched in February 2020, is a competence-based curriculum that has informed the shift in assessment from a focus on knowledge to competences, including the emphasis on formative rather than summative assessment. Despite efforts by Government of Uganda through the National Curriculum Development Centre (NCDC) to equip teachers with competencies to facilitate assessment under the LSC, there are observations that teachers still have limited knowledge about assessment. Moreover, little is known about how teachers cope with the new assessment modalities. This qualitative study thus explored teachers’ experiences of assessment while using the LSC. It was guided by two research questions: What are the teachers’ experiences of using the Uganda LSC assessment modalities, and how would teachers want to be supported to optimize assessment while using the Uganda LSC assessment modalities?
Efficacy of Using Problem-Solving Method on the Teaching of Social Studies in Public Primary Schools in Busiki County Namutumba District
(East African Journal of Education Studies, 2024-12-05) Waiswa, Mark Micheal
The study sought to establish the efficacy of using a problem-solving approach in teaching social studies in Busiki County, Namutumba District, responding to three questions; (1) how a problem-solving method is used in the teaching of social studies? (2) What are the implications of using the problem-solving method in the teaching of social studies? (3) What are the hindrances to the use of problem-solving methods in the teaching of social studies? The study was conducted using a quasi-experimental design and targeted public primary schools in Busiki County. The study population mainly comprised teachers who are the direct implementers of the approach. Questionnaires were used to obtain findings from 99 respondents purposively selected. According to the findings, the problem-solving method can be used to teach social studies in five main ways: critical thinking, historical studies, multiple analyses of events, using secondary sources of information, and using logical examples. The implications are: promoting critical thinking; developing skills for learners to face the real world; developing the ability to make evaluations; making learning more engaging; and promoting the sharing of ideas. The hindrances include; No platform for professional development, scepticism, no teaching aids, and No integration into the curriculum. Conclusively, the problem-solving method is an effective approach for teaching social studies in primary schools. It is therefore recommended that educational leaders try to consider the significance of incorporating critical thinking into social studies instruction, despite challenges like a lack of professional knowledge and scepticism.
Insecure Behavior of Students using Social Media and its Implications in Counseling Services
(International Journal of Research in Counseling, 2024-05-25) Rahmi, Aulia; Irman, I; Ardimen, A; Hardi, Emeliya; Tuomi, Carol
This research is motivated by the insecure behavior of students who use social media. Researchers see that there are various problems that arise because social media users focus primarily on student insecure behavior. The purpose of this research is to find out the forms of insecure behavior of students who use social media, to find out the causes of insecure behavior of students who use social media, to find out the effects of the insecure behavior of students who use social media, to find out the implications of counseling services on the insecure behavior of students who use social media.The method used is a qualitative method with a descriptiveapproach. Data collection techniques are by observation, interviews and documentation. The primary data source in this study is the student occupants of the limo boarding house. The technique of data analysis and data interpretation is to collect data from interviews and observations, make conclusions and verify the data. The technique used to guarantee data validity is data triangulation, namely source triangulation, technical triangulation, and time triangulation.The results of the study found that the insecure behavior of students who use social media and its implications for counseling services at the Limo Kaum boarding house can change students' mindsets and insecure behavior, related to the use of social media to become healthier, positive, and adaptive. Keywords: Insecure Behavior, Social Media, Implications
Affordances of Using Educational Technology in Teaching Critical Reading: Insights from an Action Research Study in a Ugandan University
(Researchgate, 2024-05) Namatende-sakwa, Lydia; Kasule, George Wilson; Kasamba, Juliet
The rapid increase in student enrolment and/or massification, also implicated in large class sizes, has been problematised for compromising quality education. Institutions of higher learning in Africa have embraced the use of ICT as one of the approaches to cope with the challenges of massification. The purpose of this study was to provide an examplar on how teachers can use ICTs to optimise learning from higher-order to lower-order thinking skills. The study uses action research methodology, undertaken with undergraduate students in a Ugandan university, to illuminate the researchers’ experiences in using educational technologies to support the teaching of critical reading. Firstly, we demonstrate how learning progressed from lower-order to higher-order thinking skills as informed by Bloom’s taxonomy. We also show how we optimised the use of technology from the dominant simple substitution, which was also teacher-centred, to a more complex redefinition, which is also learner-centred, as informed by the SAMR model. Finally, we highlight the affordances of using emerging technologies to support transformative learning. These include ongoing learning, monitoring/feedback, research, deeper interaction, peer-review, creativity, and reflection. The study has implications for in-service as well as pre-service teacher education programs which should integrate relevant theoretical frameworks in equipping teachers to optimise the use of technology in supporting teaching and learning. Keywords: Educational technology; Massification; SAMR model; Bloom’s taxonomy; Uganda.
Animated images and vocabulary development among lower primary learners
(American Journal of Education and Information Technology, 2020-08) Ndawula, Stephen; Nabulo, Jessica; Namutebi, Edith
Vocabulary development is a foundational literacy skill in the academic achievement for infant learners. In order to attain other learning areas, a pupil should have mastered the key aspects of vocabulary. Nonetheless, today the quality of vocabulary development among children in Uganda is still wanting. Some schools have therefore begun to adopt use of animated images to improve on the children’s ability to develop vocabulary. This study was carried out to examine the impact of animated images in managing vocabulary development among lower primary learners. The study was confined to pupils from Primary One, and followed a quantitative approach, with a quasi-experimental design. Two schools were purposively selected basing on their background in use of animated images. One hundred and sixty (160) participants, were randomly sampled where 80 were for the control group and 80 for the experimental group. Data revealed that there was a significant difference between the scores of the control and experimental groups. In conclusion, vocabulary registered a difference in performance basing on the fact that there was a sense of audio presentations that were repetitive. This therefore implies that pupils were able to perform better after being exposed to lessons of vocabulary development with animations. The study recommends that during vocabulary development lessons, animated images are designed in an accent and pronunciations learners are familiar with, which may have a bigger impact on the learners’ results.
Theorising and modeling interface design quality and its predictive influence on learners’ post adoption behaviour in e-learning course environments
(International Journal of Education and Development using Information and Communication Technology, 2021) Bashir, Kishabale
The current study, guided by the cross-sectional survey method, assessed interface design quality, and its predictive ability on E-learners’ post-adoption behavior in E-learning course environments. DeLone and McLean’s Information Systems Success Model, Khan’s E-learning Framework, and Bhattacherjee’s Information System Continuance Model formed the current study's theoretical underpinning. Data for the study were collected from 232 E-learners in selected Ugandan higher learning institutions, using a 38-item self-administered questionnaire. Principal Components Analysis produced a four-factor structure of interface design quality that comprised of content interactivity, accessibility design, system navigation, and visual-aesthetics design, which were found to be valid and reliable using Confirmatory Factor Analysis. The Structural Equation Model fit indices revealed that the hypothesised model achieved adequate goodness-of-fit to the data. Regarding the structural relationships, the four factors were found to be statistically significant predictors of E-learners’ satisfaction; and in-turn, satisfaction impacted learning agility. The results have clearly aligned with the study's theoretical framework, buttressing existing empirical data on interface designs and end-user post adoption with E-learning interventions. The current study is crucial for making evidence-based pedagogical and design decisions by key E-learning stakeholders for the successful implementation and continued use of digital learning solutions in higher education contexts.
Optimizing computer supported collaborative learning within higher education: insights from student collaboration on take-home group tasks in Uganda
(Makerere Journal of Higher Education, 2023-05) Lydia, Namatende-Sakwa; Loyce, Kiiza Kobusingye; Stephen, Ndawula; Christopher, Isabirye
The growth in computer-supported Collaborative learning (CSCL), especially in higher education, has attracted many research studies. However, there remains a paucity of empirical studies on how it can be taken up within higher education in real-world settings. This study, undertaken with undergraduate students in a Ugandan university, takes up Design Based Research, specifically using Google docs, to provide an empirical example, illuminating how teachers can optimise technology as informed by the SAMR model in order to support Collaborative learning towards the attainment of higher order thinking skills. The study generated some design principles which can be used to inform CSCL. These principles, undergirded by the imperative for teachers to support learners in CSCL, include the provision of a feedback loop to enable learner support; designing in ways that cater for diverse learner styles; tracking and rewarding student contributions; supporting learners to explore and optimise the affordances of tools to complement each other as well as using technology in ways that allow for progression in students’ thinking as well as in their technological skills. The study has implications for teacher training, particularly the inclusion of technology as a key component in solving educational problems within their practice. Specifically, teacher education programmes should ground pre-service and in-service teachers in theoretical frameworks which can support their practice.
Sustainable Partnership in Action Research: The Role of Mentorship in the World of Work
(AfriTVET, 2020-04) Nabaggala, Justine
At Kyambogo University, graduate students are engaged in participatory action research that considers mentoring as an inspiring professional activity towards effective knowledge development and sharing. Mentorship empowers students with skills to solve real workplace challenges through action research; thus achieving a sense of collective responsibility with participants. This paper presents findings from a study conducted on mentorship during Future Workshop (FW) activities in participatory action research under the Master of Vocational Pedagogy Programme, in the Faculty of Vocational Studies, Kyambogo University. The study was premised on a theoretical concept of “learning by doing” that guaranteed mentors, graduate students and study participants full participation towards the development of professional competences in research problem identification. The core issue was to establish whether mentorship in technical and vocational education and training (TVET) contributed to sustainable partnerships between the academia and the world of work. A Participatory Action Research Model was used to carry out this study using qualitative methods of data collection and analysis. Data was collected from ten (10) academic staff who participated in the mentorship field work exercises on graduate students conducting research in the world of work. Observation and active participation methods were used to provide descriptive data for content analysis. The article presents experiences encountered by mentors in understanding students’ situation analyses or work process analyses in establishing core workplace challenges; problem development through a democratic process; the research environment and the relationship between the researcher, participants and the mentor from the academic institution. In conclusion, it was revealed that mentorship during future workshop activities in TVET research contributed to professional competence development and change management processes. Further, competency-based training cannot be effective without a collaborative initiative with the World of Work in ensuring realistic outcomes in TVET. As a recommendation, efforts need to be made in ensuring that there is maintained stakeholders’ engagement throughout the research processes by both the academic mentors and student researchers
The role of pre-service and in-service teacher training (PITT) programmes in preparing teachers for HIV curriculum integration
(Spriner Link: PROSPECTS, 2009) Mugimu, Christopher B.; Nabadda, Rosemary
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race. It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the sector depends on the quality and relevance of the PITT programmes being offered.

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