Masters Degree Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/81

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    Constructivist- informed teaching in teacher preparation at teacher training institutions in south eastern Uganda
    (Kyambogo University [unpublished work], 2023-08) Gusango, Emmanuel Humphrey
    The urgent need in the Ugandan education system is for teacher preparation programme that offer opportunities of constructivist teaching experiences for students to enable them to gain pedagogical content, teaching skills and professionalism. Constructivist- Informed Teaching can guide tutors and students in Teacher Training Institutions (TTIs) to find effective ways to plan, teach and find appropriate activities with an increased importance attached to creative thinking and ability to construct one’s own meaning and knowledge that enables preparation of holistic students for this complex interactive world. The study “Constructivist- Informed Teaching in Teacher Preparation at Teacher Training Institutions of South Eastern Uganda” focused on whether tutors carry out their teaching to enable students to construct their own ideas, knowledge, beliefs and values within the constructivists’ learning environment. The study offers a perspective of teaching that deepens both critical and creative thinking among tutors and students. The purpose of this study was to assess the implementation of Constructivist-Informed Teaching in teacher preparation with the objectives to establish whether the constructivist approaches were being used to teach and prepare students, analyse the application of constructivist principles applied to school practice supervision and to examine the implementation of constructivist- guided coaching in the preparation of students’ professional growth. The study was aimed to enable a crossover the 21st century through the suggested aspects for improvement in teacher preparation. The study explored beliefs, implementation and disparities between practice and Constructivist Theory in teacher preparation. Twenty participants were purposively sampled comprising of tutors and students from three Teacher Training Institutions in South Eastern Uganda. This was a qualitative study with a phenomenological research design where data was gathered using in-depth multiple interviews, observation, and document analysis. Data collection and analysis followed Moustakas procedure of data analysis. The results revealed that tutors continue to rely on traditional approaches in the teaching of students, where the clinical supervision approach is not used during school practice and minimal attention was given to the non- classroom based activities. This research study adds to the body of knowledge about ways in which Constructivist- Informed Teaching supports teaching effectiveness and promotes students’ learning, amplifying the need for reflective practice in instruction at Teacher Training Institutions. Findings from this study will help to improve teacher preparation at the Teacher Training Institutions by supporting ongoing Continuous Professional Development through the use of several constructivists’ practices that include reflection, clinical supervision, constructivist-guided coaching, and other interventions in a proper and professional setting. Additionally, these results will help in the implementation of the National Teacher Policy (2019) and will also support the review of the Teacher Training Institutions’ Curricula being undertaken by the Uganda National Institute of Teacher Education.
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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.
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    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.