Journal Articles

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/77

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Educational Technology for English Teaching at Kyambogo University, Uganda
(Open Journal of Social Sciences, 2024-12-13) Nabagesera, Veronica Kawalya; Kakuru, Dassy; Ogwu, Ikechukwu; Kadogo, Kulussen; Isabirye, Sanoni; Bulolo, Collins
This study examines the role of educational technology in learning English as a second language within the Department of Language and Communication at Kyambogo University. The key objectives were to assess how various educational technologies can improve the effectiveness of teaching and learning English, explore the attitudes of both teachers and students toward these tools, and evaluate the effectiveness of specific technologies in developing core language skills. A quantitative approach was adopted, using questionnaires distributed to 18 teachers and 243 students to collect data on their experiences with educational technology in language learning. The results show that instructors embrace a blended approach to English instruction that combines traditional techniques with educational technology. Students receiving quick responses was a significant benefit of instructional technology. Students showed positive attitudes toward these technologies, with language learning applications and computers enhancing English competence the most. However, the study also found that restricted computer availability and unreliable internet connectivity hinder language learning technology utilization. The report suggests that Kyambogo University increase computer and internet access and train teachers and students to handle these challenges. Identifying and overcoming these challenges will improve the integration and effectiveness of the university’s English language educational technology.
Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda
(East African Journal of Education and Social Sciences, 2024-11-25) Asiimwe, Joyce Ayikoru; Musisi, Fred; Opit, Elizabeth
Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.
Learners’ discipline management by teachers during post-covid lockdown among selected primary schools in mbale district Uganda
(Research and Advances in Education, 2024-09-23) Mugenyi, Disan Kuteesa; Sarah, Kakai Rose; Drolence, Nalikka; Namagero, Tendo Shira; Muweesi, Charles; Teddy, Namirembe; Kabeera, Pontian; Gerald, Egesa; Wycliff, Nsubuga; Charles, Mugaonza; Mirembe, Nalweyiso Sylvia; Justine, Nakonde; Namaganda, , Mirembe Rose; Lawrence, Sserwadda
The study sought to examine the learners’ discipline management by teachers during post-COVID lockdown among selected primary schools in Mbale district. The study intended to identify the challenges teachers face when instilling discipline in learners during the post-COVID 19. To analyse different behaviour/ indiscipline among the learners. To identify ways to curb challenges among learners. The study adopted a qualitative research design and results were collected using a semi-structured interview guide as well as focused group discussions from selected schools in Mbale district. It used the Gordon theory of classroom management and A theory of discipline derived from Dewey’s theory of inquiry. Findings revealed that many learners had indiscipline behaviour when teachers gave them homework to copy and do at home. It was realized that some learners do come late to school, others are aggressive and disrespectful to teachers, untidy and leave school without permission while others are fond of talking in class. Teachers assume that one of the most challenging roles and the need for additional training and support to learners is to curb the indiscipline of learners to have a conducive learning environment. It was concluded that the sources of the behavioural changes were the family, the ministry of education being away from school and classroom management. The study recommended that learners should be given support in counselling by the parents, teachers, senior women and men, and head teachers to eliminate learning losses. Furthermore, projects can be formed to improve learners’ collaboration and be developed thus socially supportive activities and, the assigning of school responsibilities by school heads can be organized and socialization of learners can be enhanced and emphasized. In addition, formative training can be given to teachers and parents to curb the indiscipline of learners while at school and home and also rules for the management of behaviour should be clearly defined and reinforced.
External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments
(East African Journal of Education Studies, 2024-09-11) Ndyareeba, Eunice; Biirah, Judith; Kibedi, Henry Kasawo; Clay, Zanna
This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann-Whitney U test results revealed that parents income and education level, students school type and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase adoption of achievement goal orientation that result in self-skill enhancement through targeted and effective educational interventions.
Student gender and support by compassion international influences achievement goal orientation among adolescents in south-western Uganda
(International Journal of Advanced Research, 2024-08-30) Ndyareeba, Eunice; Clay, Zanna; Biirah, Judith; Kibedi, Henry Kasawo
The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviours towards learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study. Both Compassion International support beneficiaries and nonbeneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation in relation to gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible genderbased discrepancies in achievement goals orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organisations within the educational framework to foster fair and enduring educational outcomes.
Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
(Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.
The role of Organisational Justice and Mentorship in Turnover Intentions of Non-Teaching Staff in Universities: The case of Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024-07-15) Namusoke, Getrude; Kibedi, Henry; Namusoke, Jane; Kambaza, Stephen; Nakanwagi, Carol Chosen
Understanding that keeping knowledgeable and dedicated staff members is essential to an organization's success, Kyambogo University enhanced working conditions, added health insurance, and established possibilities for advancement. Regardless of these measures, some non-teaching staff intended to leave the organisation giving inequality in salaries and working conditions as key reasons. Guided by the equity theory, the study examined the influence of Organizational Justice and Employee Mentorship on turnover Intentions among non-teaching staff at KYU. Using a correlational survey design, data was collected from a random sample of 242 respondents with the help of a structured questionnaire. Pearson correlation and regression analyses revealed that Organizational Justice was positively (r =.51, P<0.01) related to turnover intentions due to the distributive and Interactional justice that enabled non-teaching staff to feel belongingness and enthusiasm about their job. Employee mentorship and Turnover intentions had a positive and significant correlation (r =.23, P< 0.01), because of role modelling, career development and social support that enhanced the feelings of commitment among employees to their organisation making them want to stay and work for it. Organizational Justice and Employee Mentorship, together positively predicted (β=.48, P<0.05) turnover intentions. Employee Mentorship increased the contribution of organisational justice to turnover intentions by 1%. This was likely due to mentorship that enables employees to feel that KYU values them and felt grateful to stay and work for it. Therefore, retention strategies that provide relevant mentoring of staff members results into better retention. Programs 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.

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