Kyambogo University Digital Repository (KYUSpace)
KYUSpace preserves research output from the Kyambogo University Community
Communities in KYUSpace
Select a community to browse its collections.
Recent Submissions
Improving time management for effective studio painting practice : a case of the school of art and industrial design of Kyambogo university
(Kyambogo University (Unpublished work), 2025-08) Arinaitwe Mariam
This research study sought to establish strategies of time management for effective studio painting practice in the school of art and industrial design of Kyambogo university. Future workshop was employed as a research approach to inform and structure the framework of this study; it entailed a series of prepared interconnecting events between the researcher, participants and relevant stakeholders who had direct or indirect links to studio painting practice and a class/studio environment stretching over a long period of time.
Action research design was used which involved stakeholders at the school of art and industrial design establish strategies of time management for effective studio painting practice. Data collection methods such as direct observation, focus group discussions, interviews and questionnaires were employed. As an active participant in the study the researcher became a research instrument. A purposive sampling technique was applied because the selected group had knowledge relevant to the study and this saved time.
Sticking to the theme/topic of discussion and ensuring stakeholders adhered to the rules of the future workshop ensured the reliability of information; ethical considerations were taken into account and detailed field notes and multiple observers were incorporated to raise the credibility and trustworthiness of data.
The study established a positive correlation between adequate time management and effective studio painting practice in the school of art and industrial design of Kyambogo university from 2021 to 2025
The study is expected to benefit painting students because time management is a very crucial aspect to administer as it directly impacts the efficiency, quality and progress of the painting the artist does. The quality of painting and studio practice in the school of art and industrial design and within the broader art education spectrum can be achieved through promoting and implementing new strategies associated with this study, which entails drawing of individual work plans and student motivation through understanding art concepts in the teaching and learning process.
Gender stereotypes in class and subject allocation to teachers : a case study of primary schools in Kikuube district, Uganda
(Kyambogo University (Unpublished work), 2025-10) Ariho, Innocent
This study explored the influence of gender stereotypes on the allocation of classes and subjects to teachers in government-aided primary schools in Kikuube District, Uganda. The study was guided by the Social Role Theory, while examining the representation of male and female teachers in class and subject allocation, the gender beliefs shaping these allocations, and teachers’ perceptions of the process of class and subject allocation. A qualitative phenomenological research design was employed, with data collected from 19 participants: including teachers, headteachers, the District Education Officer, and the District Inspector of Schools, through semi-structured interviews and documentary reviews. The findings revealed a substantial gender disparity in class and subject allocation, with male teachers predominantly allocated to upper primary classes (P5-P7) and core subjects like Mathematics and Science. Female teachers were disproportionately represented in lower primary classes (P1-P3) and often tasked with teaching all subjects under the class teacher system. Gender stereotypes emerged as a key factor influencing these allocation patterns. The study also found out that Headteachers allocated classes and subjects to teachers and often associated male teachers with assertiveness and suitability for upper primary and STEM subjects, while female teachers were perceived as nurturing and better suited for lower primary. Community and parental beliefs also contributed to the underrepresentation of female teachers in upper primary classes and STEM subjects. The study concluded that gender stereotypes had a great impact on class and subject allocation to male and female teachers, thus, perpetuating traditional roles and limiting the academic and professional growth of female teachers. The study recommended the implementation of gender-neutral class and subject allocation policies in schools, and provision of professional development opportunities to challenge gender stereotypes and enhance teachers' expertise across different subjects and class levels.
Undergraduate students’ attitude towards interaction with information and communication technology during the teaching - learning process : a case of Kyambogo university
(Kyambogo University (Unpublished work), 2025) Apio, Judith
Advanced technology might not be used if users fail to embrace the benefit of technology. Students’ acceptance of ICT is a pivotal factor in determining the success or failure of ICT in the teaching and learning process. The purpose of this study was to explore undergraduate students’ attitude towards interaction with ICT during the teaching–learning process at Kyambogo University. An explanatory cross-sectional design employing both quantitative and qualitative approaches was used in this study. Using simple random sampling, quantitative data was collected from 185 student respondents using structured questionnaire. Quantitative data was analyzed using SPPS-23 software. Qualitative data was collected from 45 randomly selected student participants using Focus Group Discussions (FGD) and from 05 purposively selected key informants using interviews. Qualitative data was analyzed thematically. The study revealed that students’ ICT knowledge was influenced by orientation talks, training, exposure and self-study avenues. Students’ ICT usage was found to be moderate. On use and attitude towards usage, the study revealed that students’ ICT use was positively and significantly correlated with attitude (r = 0.535, p < 0.01). Conclusion: The study concluded that moderate ICT usage for teaching and learning was influenced by varying attitude towards ICT usage and ICT knowledge. There is therefore need to increase awareness of ICT applications for teaching and learning to enable students to remain updated with technology trend. Learning approaches such as problem-based and project-based learning that encourage students to use ICT devices and applications as an integral tool should be emphasized.
Performance evaluation of roof-mounted photovoltaic modules in selected rural secondary schools in northern and eastern Uganda
(Kyambogo University (Unpublised work), 2025-10) Auma, Betty
This study focused on the performance of roof-mounted photovoltaic modules in selected rural secondary schools in Northern and Eastern Uganda. The Ministry of Education and Sports installed these modules under the Energy for Rural Electrification Project II to address the electrical power problem in rural secondary schools. The study was carried out using three objectives, namely, to perform visual inspection using the International Electrotechnical Commission (IEC) guidelines, to determine the module maximum power using the I-V characterization technique and to determine the conversion efficiencies of the modules. The modules studied are installed at Orungo SS, Katine SS, Akii Bua Comprehensive SS and Adwari SS. In the visual inspection done, most of the modules had green leakage, water ingress, discolouration, cracks, snail trails, scratches, black spots, dust, debris, bird droppings, burnt spots on diodes, rust, broken sealant, and broken cell interconnects. Experimental data were collected using the FTV200 I-V tracer. Findings revealed that the maximum power output of the PV modules was higher after washing the modules. The modules at Orungo High School produced the highest power (62 W), while the modules at Akii Bua Comprehensive School produced the lowest (34.5 W). The drop in module efficiencies as compared to the manufacturer’s efficiency, with degradation taken into account, was found to be highest for the modules at Akii Bua Comprehensive School (11.3%) and lowest for the modules at Orungo High School (5.5%). Despite taking degradation into account, all the modules were found to have a significant drop in their power output as well as efficiencies.
Negotiating virtually and face-to-face: experience from a serious game conducted in person and via smartphone application
(Applied Sciences, 2026-03-29) Haneklaus, Nils; Horváth, László Simon; Brink, Hendrik; Flores, Kim Brink; Kyomuhimbo, Hilda Dinah; Lee, Tzong-Ru; Mišík, Matúš; Roubík, Hynek; Kiselicki, Martin; Szabó, Patrícia; Guzsvinecz, Tibor; Sik-Lanyi, Cecilia
Serious games and negotiation simulations such as the Phosphorus Negotiation Game (PGame) are increasingly used to support sustainability-oriented education. To broaden accessibility, a smartphone-based version of the face-to-face P-Game was developed and is presented here. A comparative design integrating quantitative pre–post survey measures with analysis of open-ended responses was employed to examine self-reported knowledge gains and learning experiences among participants who completed the PGame in face-to-face workshops and those who played the virtual version. Both formats were associated with significant increases in participants’ perceived understanding of phosphorus science and negotiation science/practice. Self-reported knowledge of phosphorus science increased by 92.3% (global face-to-face), 70.7% (Hungarian face-to-face), and 88.4% (online), with comparable gains observed in negotiation science and practice across groups. Qualitative findings complemented these results, indicating that while learning gains were broadly similar, the modes differed in experiential emphasis: face-toface delivery elicited performance-oriented and socially embedded reflections, whereas the online format was more frequently described in terms of structured participation and reflective processing. User satisfaction with the virtual P-Game was high, reflected by a System Usability Scale (SUS) score above 80. Overall, the findings suggest that the virtual P-Game represents a viable and accessible complement to traditional face-to-face implementation, maintaining educational impact while extending reach. Further research with larger and more diverse participant samples is recommended to strengthen generalizability and explore long-term learning outcomes in sustainability contexts.