Masters Degree Dissertations

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School policies and parental involvement in education of nursery school children in Kabale municipality, Kabale district Uganda
(Kyambogo University(unpublished), 2020-09-12) Ankunda, Grace
Pre-primary school years present crucial opportunities for children's growth, development and learning. Parental involvement in their children's early education is thus important since they are the first educators of their children. Parental involvement in the children's education enhances their holistic development. The purpose of the study was to examine the implementation of existing nursery school policies and parental involvement in education of their children in Kabale Municipality, Kabale District, in South Western Uganda. This study was guided by three objectives namely, to establish the contributions of school feeding policy on parental involvement in education of nursery children, to analyze the influence of school meetings policies on parental involvement and to assess the influence of fees policies on parental involvement on nursery education. The study was also guided by the cultural capital theory of parental involvement in early years which desctibes how parents should be involved in education of their children during elementary education. The descriptive survey was used while incorporating both qualitative and quantitative approaches. The study sample size consisted of 100 parents, 40 teachers and 10 head teachers totaling to 150 respondents. Data was collected using a questionnaire for teachers and head teachers while interview schedule was administered by parents. Findings indicated that there is a positive relationship between parental involvement in attending meetings and providing meals. However, the findings also indicated a negative relationship in payment of fees. Daily business engagements which limited their capacity to involve themselves fully in their children's education. The study thus concluded that parents were involved more in activities that required financial contribution to the expense of other necessities. It was therefore recommended that proprietors and head teachers should increase parents' awareness on the importance of getting involved in early childhood education and this could be done by encouraging parents to attend meetings where all related school issues are discussed.
Quality indicators for sustainable early childhood education programmes from a community perspective: a case of Karamoja region
(Kyambogo University[unpublished work], 2022-09) Apolot, Josephine Matha
If education has to be meaningful in a way that addresses community perspectives, sustainability of interventions and quality must be addressed in the perspective of the beneficiaries. The purpose of the study was to establish quality indicators that ensure sustainable ECE programmes from the community perspective. The objectives were: to assess the caregivers’ ECE quality indicators that ensure sustainable programming from a community perspective, to explore the expected child ECE quality indicators that ensure sustainable programming from a community perspective and to establish the ECE site quality indicators that ensure sustainable programming from a community perspective. The researcher employed a qualitative research approach and case study research design. The study respondents were: caregivers, parents, elders ECE focal point officers and children. Observations, face to face interviews and focus group discussions were used for collecting data. A total of 40 research participants participated in the data collection. The data was thematically analysed following the reduction, imagination, variation and essence. The findings were presented basing on the objectives, as far as sustaining early childhood education programs in karamoja are concerned, the respondents want caregivers who are: culturally competent, teach their children using the Akarimojong local language, intentional caregivers and caregivers who come from their own communities. In order for them to keep their children in the ECE sites, they would like to see that their children are taught: good morals, animal awareness, craftmanship, and read and write in Nga’karimojong language. As far as sites are concerned, the respondents said a good site is that with: high enrolment, reliable water supply, provides food and have female caregivers. They wanted their children to be able to learn how to earn a living by using locally available materials through engaging in survival and life skills such as making crafts, tools and implements to use for home management and farming. The study concludes that the Karamojongs want caregivers who permanently and constantly work there and communities will only accept caregivers who only have good morals and knowledge of their culture and they are willing to teach. They also have good knowledge on what they expect their children to learn at the sites and what they expect of a good ECE site. All categories wanted their children to learn in welcoming spaces. They perceived a good ECE site as one that is good for children instead of the community which implies that they have the good benefit of the children in their mind. Therefore, Karamoja may need more non-formal initiatives to supplement the national ECE curriculum with programmes that help children acquire practical skills while receiving basic formal education, to ensure that children leave ECE centres with sufficient skills to make a decent living.
Classroom communication techniques and cognitive learning of children with hearing impairment in primary schools in Kampala capital city authority
(Kyambogo University[unpublished work], 2021-03) Kisakye, David
Pupils with hearing impairment can learn and academically perform well if their teachers use effective classroom communication techniques. The purpose of the study was to investigate the influence of classroom communication techniques on cognitive learning of children with hearing impairment in selected primary schools for the deaf in Kampala Capital City Authority. The study was guided by three objectives namely to: investigate the influence of classroom communication techniques on the acquisition of knowledge by children with hearing impairment; examine classroom communication techniques on interpretation of information by children with hearing impairment and to establish the influence of classroom communication techniques on application of knowledge by children with hearing impairment. The total number of participants was thirty of which twenty-seven were teachers teaching in the schools for the deaf. Three respondents were head teachers of the selected schools. An exploratory research design was used to carry out this research. Qualitative data analysis was used to interpret the research findings in the study. The study established that there are many communication techniques that teachers use to teach children to apply content in their lives. The findings further showed that although sign language was the most used communication technique it has challenges associated with teachers’ and learners’ incompetence in its use. The study further established that teachers’ communication techniques enabled learners with hearing impairment to interpret and apply information coming from their teachers. It was recommended that different government departments and agencies put in a lot of effort to empower teachers of children with hearing impairment with effective communication techniques. It is further recommended that head teachers should regularly supervise, mentor and coach their teachers to enable them improve on their communication techniques. More funding for exclusive schools for children with hearing impairment is recommended for purposes of equity and quality education for all.
Child friendly spaces and early childhood learning outcomes in refugee settlements. a case of Adjumani refugee settlements
(Kyambogo University[unpublished work], 2019-11) Kinyera, Maxwell
Uganda has a long history of hosting refugee and asylum seekers from the neighboring countries. The country is currently hosting 1.5 million refugees in different settlements with children comprising 64% of the refugee population (OPM 2019). The refugee children experience a number of protection issues like trauma, anxiety, adverse stress and struggle for survival. These negatively affects their ability to understand the world around them, with devastating effects on their physical, socioe motional, cognitive development, and overall learning outcomes (Save the Children 2008, INEE & Education cluster, 2011). Providing Safe Spaces where refugee children can be protected and nurtured are very vital for their learning (UNCEF 20 17). This is in line with the UN Resolution on the Right to Education in Emergencies (20 1 0) and Convention relating to the Status of Refugees (1951) among others. Since its use in the 1999 Kosovo crisis, CFS programs has been adopted by many humanitarian organizations as one way providing refugee children with a protected environment in which they can play (UNICEF, 2009). This study therefore sought to establish the contribution of child friendly spaces on early childhood learning outcomes among refugee children in Adjumani Settlements.The researcher used a mixed method. The qualitative and quantitative research methods complemented each other and allowed for a more complete analysis of the research problem. Descriptive Survey design was used and the research methods used were interview, questionnaire, focused group discussions and observation. The study established that there are fun activities, such as games, sports, singing, drama and pupper making which gives refugee children a chance to express their feelings of fear and loss through creative play, stories and group interactions. The study also established that the activities at child friendly spaces promote the development of cognitive skills such as recollection and memory, counting and number concepts, colour recognition, critical thinking, language and literacy development among the children. Under socio-emotional development, the study established that child friendly spaces contribute to the development of self-esteem, resiliency, promotes peer relationships, emotional selfregulation, empathy, sharing, taking turns, and using nice words when playing with other children. While under physical development, the study found out that child friend spaces contributes to the development of sensory and fine motor skills of children in their early years of growth and development. The study then concludes that providing child friendly spaces interventions in refugee settlements contributes to the improvement of early childhood learning outcomes among refugee children. The study recommends standardization activities provided at the child friendly spaces, strengthening supervision of children at the CFSs and inclusion of parenting sessions at the child friendly spaces.
Teacher competence and children's participation in kindergarten classes: a case of central division of Kampala.
(Kyambogo University[unpublished work], 2019-11) Malika, Jivani
Development of children's competences depends greatly on how they are involved in learning activities during the learning process. Different studies suggest that children, especially in low income countries like Uganda in many instances stay in class passively as teachers do all activities on their behalf. Children aged 3-5 years were found to show lack of participation during class time even when they were given materials to use. It was not clear whether this practice was by design or it was as a result of teacher competences. The purpose of the study was to find out why children participation in kindergarten classes is not satisfactory yet teachers are competent. The objectives of the study were; to discover the methodology teachers were using to promote children participation, to assess the role of teacher's content knowledge in promoting children participation and to find out the relationship between teacher competence and children participation. The study was conducted in Kampala Central Division among 395 respondents. The study used the cross-sectional survey using questionnaire, interview guide and observation protocol. Simple random sampling and Purposive sampling were used for the study. Quantitative data was entered into the computer using SPSS programme while qualitative data was analyzed using frequencies, percentages, correlations and cross tabulations. The main findings of the study were that teachers are competent enough to promote adequate participation in their classrooms. Children do not participate in class because of other factors such as pressure from parents on teaching reading, writing and arithmetic, lack of support from the administrators, lack of teaching aids to mention but a few. However, teachers need Professional Development to polish their teaching skills and methodology to have participation in their classrooms. Teachers have the qualifications needed to teach young children though they lack concrete knowledge on Participation. Kindergarten classes are dominated by academic work which includes written exercises in books and few hands on activities. In conclusion, the study observed that there is a weak relationship between teacher competence and children participation in Kindergarten classes. The study recommends that teachers need to modify their teaching methods in order to accommodate and promote children participation. The government should support building of solid structures and systems within and outside schools to encourage and support Professional Development. Parents should be educated on the benefits of children participation and active involvement during classroom time.
Teachers' competence and implementation of the learning framework for early childhood development in selected pre-primary schools: Rubaga municipality, Kampala
(Kyambogo University (un published work), 2018-12) Nakabuubi, Petronilla
The study investigated teachers' competence and implementation of the learning framework for early childhood development in selected pre-primary schools in Rubaga Municipality , Kampala. Countries that have been able to provide quality early childhood education to their children have done so through the use of evidenced based programs and curricular that focus no skill development in the early years. In Uganda, while the National Curriculum Development Centre has been able to launch a quality Learning Framework Early Childhood Development (3-6) years (LFW) for use in Early Childhood centres and the ECD Policy (2001) makes it mandatory for all ECD centers to use it as the National Curriculum Framework, Pre-primary teachers find difficulty in using it. The study was guided by three objectives which were; to establish whether Pre-primary teachers have the Content Knowledge competence to design appropriate activities using the LFW,to investigate weather Pre-primary teachers have the competence to plan for teaching using the LFW and to CSI3blish whether Pre-primary teachers are able to manage the involvement of parents in their learners education as suggested by the LFW. The study used Cross-sectional research design 3lld adopted a mixture of qualitative and quantitative research approaches to collect the data 3lld was conducted from selected Pre- Primary schools in Rubaga Municipality, Kampala capital City, Uganda. The study established that Pre-primary teachers had the skills for primary to teach, however, they could not effectively plan and design appropriate activities of children due to failure to interpret it. Teachers lacked the ability to guide parents on using The LFW to extend children's learning at home. The study recommended that Ministry of Education and Sports at different levels should ensure that ECD teacher trainees acquire key identified competences at initial training and through CPDs, teachers should be re-tooled with The competences for effective implementation of the LFW. The study recommended that Curriculum Development Center (NCDC) should complement the LFW with more resources make it user-friendly for pre-primary teachers and other categories of caregivers 3lld that research should be conducted to establish other factors that influence the implementation of the LFW.
Community involvement in teaching and pupils’ numeracy skills development in lower Primary in Nansana municipal council, Wakiso district
(Kyambogo University [unpublished work], 2019-11) Nandera, Miria
Evidence shows that children’s early development of numeracy skills acts as a foundation for future specialization in technical professions. Ugandan children are taught numeracy regularly, but, the country is ranked second in the world with less proficient children in numeracy where Wakiso district has 45.7%. Basing on the Situated Cognition Theory and using a cross-sectional survey research design, this study aimed at establishing whether community involvement in teaching using every day occurring practices and activities develops pupils’ numeracy skills. The objectives were to establish the community involvement practices used to support the development of numeracy skills in pupils; to identify and examine activities that children participate in the community that develop their numeracy skills; and the relationship between pupils’ participation in these activities and their numeracy performance at school. Data were collected through questionnaires, interviews, focus discussion groups and observations from 193 randomly and purposively selected participants who included 28 teachers, 32 parents, 20 community elders and 113 pupils. Findings of the study indicate that involvement of children in home chores; family business; giving responsibilities, money saving habits and sending children to nearby shops are the practices that develop numeracy skills in pupils. While counting items, buying groceries, cooking, fetching water and washing were the activities pupils participate in. This study also found a statistically significant positive relationship (r = .577, p= .000) between pupils’ participation in activities in the community and their performance in numeracy at school. The study concluded that the numeracy related practices and activities in the community provide opportunities to promote children’s numeracy skills development although parents are not aware of it. It is recommended that Parents be supported to use identified activities to develop children’s specific numeracy skills.
Vocabulary, comprehension and fluency model and literacy skills development in lower primary classes l Kyengera town council, Wakiso district
(Kyambogo University (un published work), 2018-11) Bataringaya, Mbarebak Winnie
Literacy skills are useful for the learners in academic and non-academic life, however, there was notable persistent poor performance of pupils in literacy for pupils in lower primary classes of primary schools in Wakiso district. These primary schools have been utilizing a number of different teaching models for literacy which appear to be weak models. This requires development of a new model. This study focused on exploring the VOCOF Model and its contribution in enhancement of Literacy Skills in Primary Schools. The study objectives were to examine contribution of VOCOF Model in enhancement of literacy vocabulary skills, establish relevancy of VOCOF Model in enhancement of literacy comprehension skills and to assess the role of VOCOF Model in enhancement of l literacy fluency skills among learners in lower primary classes. An experimental design utilizing quantitative approach was adopted. A total of 60 pupils participated in the study. Systematic sampling method was used while literacy tests and participatory observations were utilized to gather information. Samples T-test was used to test for mean differences between tests. Results showed that VOCOF Model enhances literacy development among lower primary pupils. There was a significant mean difference between vocabulary tests at (p= 0.034<0.05), comprehension test at (p= 0.000 <0.05) and fluency at (p=0.006<0.05). All test scores obtained were above 60% to 96% qualifying VOCOF to be reliable. VOCOF Model enhanced literacy vocabulary skills through helping learners in letter recognition, exposure to new words, build listening and read ing skills, distinguish in words by their sounds and motivating learners. It was also relevant in enhancement of literacy comprehension skills through improving learners' writing skills, deriving meaning from text, pictures, sounds and animations.It was also found that learners developed literacy fluency skills under VOCOF through speech of right words, accent and phonetics, reciting and building their vocabulary and comprehension skills from letters, words and pictures, and to express themselves in speech using the right punctuation, and grammar. The study concluded that VOCOF unlike other models significantly enhanced literacy skills holistically. Recommendations included the need for teachers of primary schools to adopt VOCOF model, alongside other models in their schools, begin demonstration basis in primary one and later enroll it on the entire lower primary class levels and enriching the VOCOF model to be utilised in all local languages used in the country. The need to design a model which can help in the teaching of numeracy and the effect of teachers' training on the implementation of VOCOF model required further research.
The literacy learning environment and literacy skills development of lower primary children: a case of Nakawa division, Kampala city council authority
(Kyambogo University (un published work), 2019-11) Kabasinguzi, Dorothy
Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum. Any basic education to be regarded good quality should be able to equip the pupils with literacy development for life and further learning. High levels of literacy skills lead to great awareness and help people acquire new skills. In Kampala City Council, 7 out of 10 children between primary 3 and primary 7 can read a primary 2 level story UWEZO (2012). This study focused on literacy learning environment and literacy skills development of lower primary children. The objectives of the study included: to determine the relationship between the physical literacy learning environment and children’s literacy skills development in lower primary, to examine the relationship between the social literacy learning environment and children’s literacy skills development in lower primary, and to assess the relationship between the temporal literacy learning environment and children’s literacy skills development in lower primary. The study used a correlation research design. Data was collected using observation, interviews and document analysis from a total of 324 participants which included; 24 teachers, 60 parents and 240 children. Data was analyzed using descriptive statistics and Pearson correlation.The study found that there is a statistically significant relationship between the physical literacy learning environment and children’s literacy skills in Nakawa Division where r=.537, p<0.05 level of significance. There was also a statistically significant relationship between the social literacy learning environment and children’s literacy skills in lower primary where r= .471, p<0.05 level of significance. There was a statistically significant relationship between the temporal literacy learning environment and children’s literacy skills In lower primary in Nakawa Division where r=.139, p=0.05 level of significance This study is significant because it provides an insight to all education stake holders about the importance of the literacy learning environment to children’s literacy development which can lead to the improvement of literacy performance in schools.
Folktales and cultural identity development of Basoga children: a survey of nursery school children in Luuka district
(Kyambogo University (un published work), 2019-08) Birungi, Aminah
Cultural identity has been found to play a critical role in grounding persons to a specific belonging. Lack of cultural identity is associated with cultural disorientation and inconsistent with the value development of children. While tribes like Baganda have had a long history of cultural adaptation through activities like ‘ekisakaate’ that instill cultural identity, Basoga use Folktale and myths. This study explores how Basoga Folktales are being used to instill cultural identity development among nursery children, with a specific focus on Luuka district as a case study. The study specifically examined the cultural identity expectations of the Basoga people in Luuka district, then identified Folktale commonly told to nursery school children in the area, and analyse how Folktale are being used to promote children’s cultural identity development. An ethnographic research design was employed for this study, working with 5 cultural leaders, 5 key informants, 42 3-6-year-old children, 18 purposively selected teachers and parents from 10 nursery schools in Luuka District. Data obtained from observation and key informant interview guides was analysed using thematic content analysis. The study found out that there are different cultural values treassured by the Basoga that support cultural development among the children. And these cultural values are promoted through the use of Folktales. However this is not case now, the influence of western culture and religion has led to minimum attention on the use of Folktale to build cultural identity among children.The study findings show that Busoga cultural values can be promoted among the young through attending cultural ceremonies, promoting the Lusoga language and encouraging children to read the Lusoga literature. Based on the findings of the study, the researcher recommends that Ministry of education and sports, teachers and parent collaboratively work to use Folktale in developing cultural identity children in nursery school.
Use of multilingualism approach and primary three pupils’ performance in literacy: a case of Kabale municipality
(Kyambogo University (un published work), 2019-10) Adela, Rucecerwa
Literacy skills are crucial for communication success that is used for transactions in today’s information age. While many interventions have been developed to improve children’s performance in literacy in lower primary classes, reports indicate minimal progress in literacy. New approaches that include use of local languages as a medium of transmitting literacy are now being advocated, however, success is yet to be recorded. For this study, the researcher intended to find out the relationship between multilingualism approach and pupils performance in Literacy. The study focused on identifying whether teachers are competent in using the Multilingualism Approach to improve pupil’s performance in Literacy; establishing available support systems for children in schools that enhance use of the Multilingualism Approach to develop Literacy and Establishing the relationship between the Multilingualism Approach and Pupil’s Performance in Literacy. The researcher used the findings of the study to help teachers improve the pupil’s performance in Literacy using the Multilingualism Approach. The cross sectional research design study under the mixed approach was done in Kabale Municipality, among all the 22 Government aided primary schools. The respondents were: the 2 Inspectors of schools 22 head teachers of the 22 Government aided Primary Schools, 22 primary three teachers of Literacy, and 440 primary three children selected by simple random sampling. Data was collected using questionnaires, interviews and observation. It was later analysed descriptively and by use of correlation. It was found out that despite teachers training in using the multilingualism approach in teaching, they did not have enough competences in using the approach. The recommendations were; Policy implementers should make use of the availing policy and improve the children’s Literacy skills through the use of Multilingualism. This gesture will ensure head teachers provide the teachers of Literacy with opportunities that enhance their competences in using the multilingualism approach. These competences could be enhanced by provision of Continuous professional development through different kinds of workshops and trainings on the use of Multilingualism approach.
Teachers’ competence and use of play pedagogy in nursery schools: a case of Kampala Central division, Uganda
(Kyambogo University (un published work), 2019-11) Panjwani Saleema
When we have competent teachers, different pedagogies are used including play pedagogy to work with children. When teachers use Play Pedagogy in the teaching and learning process, children develop socially, emotionally, physically, and cognitively. Play Pedagogy also helps children develop language/oral numerical competences However, as more evidence emerges it has become clearer that even the most difficult subjects can be made very easy if taught playfully using learner centered pedagogy. Many teachers still prefer to use teacher centered approaches of teaching. The aim of this study was to establish the relationship between teacher competence and use of play pedagogy in nursery schools. Specifically the study intended to establish the role of teachers‘ knowledge of learners in influencing their use of play pedagogy in nursery schools, to examine teachers‘ knowledge of their subject matter on use of play pedagogy in teaching in nursery school and to assess teachers‘ pedagogical knowledge needed on use of play pedagogy in nursery schools. The study was carried out among 60 purposively selected teachers in 12 purposively selected play based schools located in Kampala central division. A descriptive research design was used; data was collected using questionnaires, observations and interview guides. Content analysis and descriptive statistics were used to analyse data collected. Strategies identified by this study were to be used to help support develop teacher competences in using play pedagogy in the classroom to promote better learning outcomes. From the study, the researcher found; some of the teachers are competent in using the play pedagogy while others still use the teacher centered approach. Teachers conduct play without pre-conceived pedagogical purpose, others still involve children in the learning process with absence of play. Further investigation clearly revealed that those who were doing it well had been receiving continuous professional development support unlike the rest. This showed that giving all teachers training in play pedagogy will enhance their competencies as they teach. The study reveals that there is statistically significant relationship between teachers‘ competence and use of play pedagogy with r = 0.784. The study concluded that teachers‘ competence contributes greatly to the use of play pedagogy in nursery schools. The findings from the study were used to make the following recommendations; Teachers should be given continuous support as they teach and involve themselves in workshops that will enhance their competencies in using play pedagogy to improve teaching and learning process for children to acquired better ECD education.
Social media usage and parent–child bonding: a case of pre-primary children in Kampala city central division, Uganda
(Kyambogo University (un published work), 2019-11) Adtani, Nadiya
Parents‟ use of social media is an increasing phenomenon especially in urbanized community like in Kampala - Uganda. Due to accessibility of internet and computer literacy of the parents creating a virtual way of communication; while all these are a welcome development, there is concern that parent‟s engagement with social media prevents them from giving quality time to their children that is essential for the parent child bonding. The general objective of the study was to assess the influence of social media usage on parent-child bonding among children attending pre-primary schools in Kampala Central Division and the specific objectives were to -asses the types and role of social media usage on parent-child play, to establish the effects of social media usage and duration on parent-child cuddling and to explore the influence of social media use on parent-child communication. A cross-sectional survey design which involves the analysis of data collected from a population, or a representative subset, at one specific point in time using both qualitative and quantitative techniques. The study was conducted in 10 Pre-primary schools located in Kampala central division among purposively selected 10 Head Teacher, 20 class Teacher, 100 children and 100 corresponding parent. Interview guide, questionnaires and observation checklist were used to collect data. The study found out that there was no significant relationship between social media usage and parent child play in this study (P= 0.773). The study also found out that there was no relationship between social media usage and child cuddling (p=0.06) with 90% parents having said they do not use social media while communicating with children while 87.5 % said social media does not interrupt them. Children were observed to relate with parents as majority of the parents 46.2% parents checked their phones frequently hence there was no significant relationship between parent social media usage and child bonding. The study concluded that despite the increasing concern that social media affects interaction; the link was not seen in this study. There is gap of information on how much and which social media affects child bonding. Whereas most parents claimed that use of social media does not affect bonding, a lot of studies and teacher observations show that time on social media is increasingly affecting the time parents spend with their children. It is possible that other factors outside social media might influence parent child bonding. The study recommended that parents should prioritize their children in their schedule to allow bonding and stimulation. Guidelines on parenting in the context of social media are of the essence globally given the rise in social media usage. The study also recommends that head teachers and teachers sensitizing parents about the effect of social media and why quality interaction is important in early years.
Parents’ diet awareness and nutritional status of pre-primary school children in central division of Kampala Capital City Authority, Uganda
(Kyambogo University (un published work), 2019-11) Tharani, Nadia
Nutrition is fundamental for good health and early childhood development. If children do not eat the right amounts of macronutrients like protein, fat, and carbohydrates and micronutrients, they may have delayed mental and motor development that can have enduring adverse effects beyond childhood, fall sick or die. However, while many parents in Kampala are aware of the need to feed their children appropriately, they are usually held back by either inadequate awareness on children‟s diet or knowledge of where to get the foods from. Although there are many components in improving dietary habits and food choices that families with preschool children in Kampala can adopt to ensure availability and adequate use of nutritious foods to improve children‟s nutrition, lack of information on diet is hindering these efforts. The general objective of the study was to establish the relationship between parents‟ diet awareness and the nutritional status of preschool children in Central Division of Kampala Capital City Authority, Uganda. A cross-sectional and descriptive design that uses both quantitative and qualitative approaches was used. The study applied mixed research design with target of 10 pre-primary schools in Central Division, about 200 preschool children and their corresponding parents. Interview and questionnaires were used to collect data. Nutritional status assessment involved anthropometric measurement of height and weight against age to classify nutritional status and identify malnutrition based on low height for age to indicate stunting, low weight for height to indicate wasting, and low weight for age to indicate underweight. The 2006 WHO global child growth reference standards were used to establish classification of nutritional status. The data was analyzed using statistical methods such as correlation analysis to establish the relationship between parents‟ diet awareness and nutritional Status of Children. In addition, descriptive and content analyses were used for the analysis of nutritional practices of parents that promote better nutrition Status of children. The prevalence of stunting is moderately high at 2% and underweight is higher at 7.5 % but prevalence of wasting (2%) is almost similar to national statistics (4%). The study showed a significant difference based on gender in wasting and underweight as well as stunting and underweight. The acute malnutrition prevalence measured by mid upper arm circumference was consistent with the weight for height scores that showed higher rates of normal children. Diet diversity is poor comprising mainly starchy food. The diet of children was mostly bananas, sweet potatoes, cassava, millet and maize which are the major staples for the majority of Ugandan families while beans, cow peas, groundnuts, and green vegetables serve as the main protein sources. The poor nutrition practices were attributed to either lack of knowledge by the mother because they were the main respondents or lack of adequate food. Health care workers and teachers are often the people that provide diet information to parents. Diet information is also available to parents, mostly mothers, at health centres and hospitals during antenatal clinics and immunization visits. The study established that awareness on diet does not translate into improved nutritional status in pre-primary school children and better performance in school. Therefore, malnutrition among pre-primary school children in Central Division of Kampala Capital City Authority does not show less access to diet information by parents.
Peer teacher support supervision and children’s literacy development in lower primary classes in Kisojo coordinating center- Kyankwanzi
(Kyambogo University (unpublished work), 2019-11) Nnakalyowa Kiiza, Annet
Education is one of the most important investment a country can make for its people and its future. Children’s literacy development is the basis in the formation of multi – educated personality. Early children’s literacy development contributes to the personal and national prosperity economically. In Uganda, the Ministry of Education and Sports has, of recent, adopted the Early Grade Reading model to enable children read and write at an early age. However, it is becoming clear that some teachers are less competent in crucial literacy development that is expected. So the best practice that can enable them effect this, is through peer support supervision.The purpose of this study was to determine the influence of peer teacher support supervision in developing children’s literacy in lower primary classes. The study specifically established how peer teacher coaching is being used to develop children’s literacy, investigated the influence of peer teacher demonstration lessons on children’s literacy development, established the relationship between peer teacher trainings and children’s literacy development.The study was conducted in the 23 Government aided schools of Kisojo Coordinating Centre- Kyankwanzi District. Headteachers, lower primary teachers, lower primary pupils and field support supervisors were included in the study. Cross sectional research design was used. Content analysis and descriptive statistics were used for data collected from interviews, observations and document analysis. Findings indicated that it was very much important for champion teachers to support and guide one another in lesson preparation and instructional material development as well as demonstrating to one another application of appropriate teaching techniques plus designing of literacy activities for successful children’s literacy development. It was also found that other factors that contribute to children’s literacy development be focused on. Therefore the study recommended for the District Inspectorate to put emphasis on those other factors in addition to peer teacher support supervision. Primary Teachers’ Colleges to emphasize the importance of peer teacher support supervision during teacher training and TIET department to ensure that the quality of training of lower primary teachers is done.
Constructivist pedagogy and the development of mathematics competences among pre-primary school children in Kira municipality-Wakiso district
(Kyambogo University, 2020-09) Kembubi, Gloria Grace
This study on Constructivist Pedagogy and the Development of Mathematics Competences in selected Pre- Primary Schools in Kira Municipality was based on constructivism theory of learning. The purpose of the study was to investigate the development of mathematics competences through constructive pedagogy. The researcher used descriptive cross sectional design and employed both qualitative and quantitative approaches for the study. Primary and Secondary sources were explored as the main sources for data. The sources used in obtaining data were from journals, articles, textbooks, magazines and research publications. The researcher used Simple random sampling, purposive as well as stratified method to select key subjects that participated in the study. The Questionnaires, observation, documentation and interview guides were used as data collection instruments for the study. The researcher used structured questionnaires which were both closed ended and open ended. The researcher went on to analyze data to formulate frequency tables and charts on which data was presented. The researcher sampled 86 teachers and 10 headteachers from 10 Pre-Primary schools. The findings of this study revealed that over 98% of the teachers considered use of counting sticks in teaching mathematics competences. The findings further revealed that 87% of the respondents agreed that CRA model improved on the learners’ representation ability. Results also showed that most of the pre-primary schools used physical play to develop mathematics competences (83.3%), followed by creative play (75.9%) and lastly games with rules (27.8%). The study concluded that CRA model enabled learners to develop representation abilities, and ability to construct mathematics concepts. It is recommended that school administrators should invest in the relevant types of mathematics manipulative materials in play and emphasize the CRA model of teaching.

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