Faculty of Education (FEDU)In this collection there shall be found Dissertations, Theses and Reports emanating from Faculty of Education (FEDU) Staff and Postgradute Studentshttp://hdl.handle.net/20.500.12493/2232024-03-28T11:24:48Z2024-03-28T11:24:48Z461Professional Development Programs and Teacher Effectiveness in Government Aided Secondary Schools in Ibanda Municipality.Mwesigye, Serianohttp://hdl.handle.net/20.500.12493/12762024-01-17T04:48:15Z2023-01-01T00:00:00Zdc.title: Professional Development Programs and Teacher Effectiveness in Government Aided Secondary Schools in Ibanda Municipality.
dc.contributor.author: Mwesigye, Seriano
dc.description.abstract: The aim of the study was to establish the effect of Professional Development Programs (PDPs) on Teacher Effectiveness in selected schools in Ibanda Municipality. The study adopted across-sectional survey design with mixed research approaches of data collection and analysis. The study population included 3 participants from Ibanda municipal education office, 6 headteachers and 122 teachers from Government-Aided Secondary Schools in Ibanda Municipality. Questionnaire and interview guide were used to collect data. Quantitative data was analyzed using statistical package for social sciences (SPSS 20.0) while content analysis was used for the analysis of qualitative data. Among others, the key finding from the study include: school administrators do not usually organize induction workshops for new teachers, no formal Induction program for new teachers in the selected schools, school administrators in Ibanda Municipality did not regularly organize orientation seminars for new teachers, teachers have negative attitudes towards PDPs, the schools lack funds to support teachers undertaking PDPs, and that most PDPs are not properly planned and are not evaluated to ascertain the effectiveness. The study recommends that there should be a policy on professional development programs in secondary schools in Ibanda Municipality by the Ibanda Municipality Education Office. There is need to maintain and improve on teachers’ effectiveness by increasing on their knowledge, skills, and abilities through provision of professional development programs.
2023-01-01T00:00:00ZLearning Environment and Learners Achievement in Mathematics: A Case Study of Selected Secondary Schools in Amolatar District.Kanakulya, Fredhttp://hdl.handle.net/20.500.12493/12462024-01-17T04:44:31Z2023-01-01T00:00:00Zdc.title: Learning Environment and Learners Achievement in Mathematics: A Case Study of Selected Secondary Schools in Amolatar District.
dc.contributor.author: Kanakulya, Fred
dc.description.abstract: Amolatar district has been struggling with poor performance in Mathematics for several years. The aim of this research is to determine how teacher competence, provision of good quality instructional materials and learners attitude, affect learning achievement in Mathematics among Ordinary level students in selected secondary schools of Amolatar District. With the overall goal of finding the combination of factors that can be targeted to improve performance. The findings showed that, 35% of the learners strongly agreed and 32% agreed to the fact that their teachers ask questions to see if they have understood the lesson content followed by 46% of the learners who strongly agreed that their Mathematics teachers help them in describing the lesson. Finally 39% also strongly agreed that their Mathematics teachers use practical examples on board. The adjusted R-square of 0.886 (88.6%) shows that there is a strong positive relationship between the learners’ scores and the three factors identified above. The study also found out that most of the teachers (47.1%) often use instructional materials when teaching Mathematics. The study concludes that provision of good quality instructional material improves students learning achievement. Therefore, the study recommends vigorous sensitization, seminars and career guidance to the students so as to improve their interest for positive attitude toward Mathematics.
2023-01-01T00:00:00ZSchool Management Committee and The Implementation of Universal Primary Education in Primary Schools. A Case of Nakaseke Central Constituency, Uganda.Isingoma, Tomsonhttp://hdl.handle.net/20.500.12493/11972024-01-17T04:46:33Z2023-01-01T00:00:00Zdc.title: School Management Committee and The Implementation of Universal Primary Education in Primary Schools. A Case of Nakaseke Central Constituency, Uganda.
dc.contributor.author: Isingoma, Tomson
dc.description.abstract: School management committees appeared not to be effective due to several factors that included some school heads refusing to accept SMC as part of the management system for local schools, SMC members’ ignorance about their monitoring roles, among others. Thus, this study was to establish the relationship between School Management Committee and the implementation of UPE in primary schools Nakaseke Central Constituency, Uganda. Using qualitative and quantitative approach, data was collected from a sample of thirty six participants. The findings were that Consultative roles were the most executed as compared to supervisory/monitoring roles and administrative/ management roles. Also findings showed that the level of UPE implementation is low as measure from the administrative, government and parents’ response rates although the implementation rate of UPE is still demanding as the turn up rate is less than 50%. Significantly, the study concludes that there is a relationship between the roles of SMCs and implementation of UPE in schools in Nakaseke Central Constituency because a positive linear correlation was observed at r= +0.693’. On confirmatory level, this was a high positive significance level. Regression analysis concludes that the roles of SMCs significantly predict UPE implementation, F (1, 31 = 1.546, B = 2.486, t = 4.768, P<0.000). Hence H0 was rejected because the p-value was smaller than the significance level and alternative hypothesis was supported and confirmed that there is a significant relationship between the roles of SMCs and UPE implementation in schools. In conclusion, the study recommends that facilitation and adequate funding should be extended to schools for effective UPE implementation. This is because SMCs luck enough funds even if they want to work. It is therefore important to invest in resource mobilization.
2023-01-01T00:00:00ZParental Roles in Management of Pupils Discipline in Selected Batwa Community Primary Schools, Kanungu District.Babiriisa, Enoshttp://hdl.handle.net/20.500.12493/11892024-01-17T04:46:10Z2023-01-01T00:00:00Zdc.title: Parental Roles in Management of Pupils Discipline in Selected Batwa Community Primary Schools, Kanungu District.
dc.contributor.author: Babiriisa, Enos
dc.description.abstract: The main purpose of this study was to assess the role of parents in management of pupils discipline in Batwa community schools in Kanungu district. Although the lack of parental involvement in education affects the Uganda’s education system in general, rural schools such as the schools in the Batwa community in Kanungu district are affected severely. Many of these learners exhibit behavioral problems both in the classroom and on the school premises. Usually, parents are looked at as the first step towards human growth and it is their role to nurture a child into a responsible society member by guidance on how to live with other people, to communicate with others, spiritual support as well as financial support.
2023-01-01T00:00:00ZFactors Influencing Students’ Enrolment and Retention in Sciences at Advanced Level in Secondary Schools in Uganda: A Case of Kabale Municipality Secondary Schools.Akatuhurira, Frank Bindebahttp://hdl.handle.net/20.500.12493/11682024-01-17T04:44:29Z2023-01-01T00:00:00Zdc.title: Factors Influencing Students’ Enrolment and Retention in Sciences at Advanced Level in Secondary Schools in Uganda: A Case of Kabale Municipality Secondary Schools.
dc.contributor.author: Akatuhurira, Frank Bindeba
dc.description.abstract: A correlational study was carried out on the factors influencing students' enrolment and retention in sciences at the advanced level in secondary schools in Kabale Municipality, Uganda. The study adopted both quantitative and qualitative approaches, with questionnaires and interview guides as the primary tools for data collection. The study focused on the physical learning environment, students' attitudes towards sciences, and the quality of science teachers, and how these factors influenced students' enrolment and retention in sciences at the ‘A’ level. The findings of the study indicated that the availability of enough apparatus in the laboratories, a cool temperature to encourage learning, and students' social status defined their attitudes towards sciences. Additionally, inadequate professional training affected science teaching. Based on the study's conclusions, the enrolment and retention of students in sciences at the advanced level of secondary schools in Kabale Municipality were influenced by a conducive physical learning environment, students' attitudes towards sciences, and the quality of science teachers. The study recommends addressing acoustic conditions in classrooms, encouraging a cool temperature for learning, providing government aid to secondary schools for infrastructure development, and employing professional science teachers.
2023-01-01T00:00:00ZICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality.Mugabe, Samuelhttp://hdl.handle.net/20.500.12493/11662024-01-17T04:44:08Z2023-01-01T00:00:00Zdc.title: ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality.
dc.contributor.author: Mugabe, Samuel
dc.description.abstract: This study was carried out on ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality. The study adopted a cross-sectional, correlational survey design where data was collected from selected secondary schools and analyzed at once. The population of the study included teachers and directors of studies. The study included a sample of 108 respondents who included 104 respondent teachers and 4 directors of studies (Key Informants). Different data collection instruments and methods were used to collect data respondents in that questionnaires were used to select teachers and interview guide was used to key informants (Director of studies) All the data collected from the respondents were analyzed using Statistical Package for the Social Sciences (SPSS) version 14. The analysis included descriptive analysis using mean and percentages, tables, pie charts, and graphs. Qualitative data was analyzed using thematic analysis where data was arranged into codes and themes. Findings indicate that the Level of ICT use that the level is relatively high. On Teachers’ perception towards ICT integration in the competence-based curriculum, it was strongly agreed that teachers had shown a positive attitude toward ICT integration in the competence based curriculum. On the relationship between teachers’ perception toward ICT integration and ICT infrastructure there was a positive regression. The study recommended that schools need to have adequate and up-to-date ICT infrastructure, including hardware, software, and connectivity; Teachers need to be trained in how to effectively integrate ICT into their teaching practices; Encourage collaboration and sharing of best practices; ICT should be integrated into all subject areas, not just in computer studies or ICT classes; Schools should regularly evaluate the impact of ICT integration on student learning outcomes and Schools need to provide ongoing support to teachers and students to ensure that they are able to use technology effectively. This can include technical support, troubleshooting, and mentoring.
2023-01-01T00:00:00ZElectronic Recordkeeping and School Management Processes: A Case of Selected Secondary Schools in Luwero District.Mugisha, Davidhttp://hdl.handle.net/20.500.12493/11642024-01-17T04:45:01Z2023-01-01T00:00:00Zdc.title: Electronic Recordkeeping and School Management Processes: A Case of Selected Secondary Schools in Luwero District.
dc.contributor.author: Mugisha, David
dc.description.abstract: The study sought to establish the relationship between electronic record keeping and school management processes: A case study of selected secondary schools in Luwero District. The objectives which guided the study were:i) To ascertain the level of e-record keeping usage in selected secondary schools in Luwero District; ii) To examine the management process in selected secondary schools in Luwero District; iii) To establish the relationship between e-record keeping and school management process in selected secondary schools in Luwero District.Methodologically, the study adopted a quantitative and qualitative approach with a correlational research design. Out of 1,000 total populations, 278 respondents were sampled of whom: 267teachers and 11 administrators were randomly and purposively selected and answered the questionnaire interviews. Data was analysed using SPSS version 21.From the study findings, there was a relationship between e-record keeping and school management processes. A chi-square test of significance 579.567/216=2.6831, taking the square of (2.6831)2 = 7.20 indicated that there was 72.0% positive significant relationship between e-record keeping and school management processes of p<.05. (P < 0.000, φ=1.473). The count showed that 98% expected counted was less than 5%. The minimum expected count was .01. The degree of impact as indicated by φ=1.473 implies that e-record keeping has a moderate effect on school management processes. The significant level of P<0.000 implies that school management process depends on e-record keeping and these variables are not independent of each other.The study concludes that there is low level of e-record keeping usage in the school management processes. However, if properly adopted, this can improve the admission process, the storing of students' and teachers' bio-data, examination records, attendance, administrative data, and financial record keeping. Also, it will enhance the management in planning, staffing, monitoring and controlling of management processes in schools.
2023-01-01T00:00:00ZTeachers’ Attitude and Integration of ICT in the Teaching Process: A Case of Selected Secondary Schools in Sheema District.Asiimwe, Joel Owakubarihohttp://hdl.handle.net/20.500.12493/11582024-01-17T04:44:03Z2023-01-01T00:00:00Zdc.title: Teachers’ Attitude and Integration of ICT in the Teaching Process: A Case of Selected Secondary Schools in Sheema District.
dc.contributor.author: Asiimwe, Joel Owakubariho
dc.description.abstract: This study was hinged on the investigation of the influence of teachers’ attitude and integration of ICT in the teaching process: a case of selected secondary schools in Sheema District. The study focused on three main objectives: to examine the level of integration of ICT in the teaching process; to find out the challenges of teachers’ attitude on the integration of ICT in teaching process; and to establish the strategies to enhance teachers’ attitude on the integration of ICT in teaching process in selected secondary schools in Sheema district. The study adopted both qualitative and quantitative research approaches with a sample size of 152, which included 12 school administrators (principals) and 140 teachers selected randomly. Data were collected through questionnaires, interview and documentary analysis. Data was analyzed qualitatively and quantitatively. The study discovered that,there was low level of ICT integration in teaching process and also, the challenges of teacher’s attitude were due to incompetence, lack of skills, limited ICT facilities and unease regarding use of ICT. High positive linear correlation was observed at r= +0.907. This was a high positive relationship with P <0.000.This showed there was a positive significant relationship between teachers’ attitude and ICT integration in teaching process. The study then concluded that creation of ICT infrastructure, training of teachers, provision of internet and governmental funding can enhance teachers’ attitude and the level of ICT integration in teaching process in Sheema District.
2023-01-01T00:00:00ZThe Influence of Head Teacher’s Leadership Styles on Service Delivery in Secondary Schools in Uganda: A Case Study of Ssembabule District.Adoko, Vincenthttp://hdl.handle.net/20.500.12493/11552024-01-17T04:44:23Z2023-01-01T00:00:00Zdc.title: The Influence of Head Teacher’s Leadership Styles on Service Delivery in Secondary Schools in Uganda: A Case Study of Ssembabule District.
dc.contributor.author: Adoko, Vincent
dc.description.abstract: The study explored the influence of Head teachers’ leadership styles on service delivery in Secondary schools in Ssembabule district. The study was as a result of education performance and the quality of learning continuing to lag behind in Ssembabule district. The study used Cross- Sectional research design with both qualitative and quantitative approaches. The findings of the study indicates that under bureaucratic leadership, a high proportion of the respondents 24.6% agreed that Head teachers divide labor based on the functional specialization, 85 (35.0%) agreed that their schools have got a well-defined hierarchy of authority, 91 (37.9%) agreed with the statement that Head teachers practiced procedures for dealing with situation. 38.8% of the respondents under transactional leadership agreed that promotion and selection among teachers is based on technical competence that applied in the school. In addition, 40% agreed that Head teachers make clear expectations on what is to be done; this implies that with transactional leadership, school Head teachers have an important role in contributing to school planning and assisting the management of school resources The influence of Affiliative leadership was team building where by 45% of the respondents said that Head teachers does not spend time on team building, the other influence was responsibilities this was evidenced in table 5.0 where by 40% agreed with the statement that Head teachers shay away from their responsibilities and 37.3% also agreed that Head teachers create harmony and build emotional bond among teachers. The study found out that Head teachers’ leadership styles influences service delivery. The study found out that The Head teachers should consider the division of labor and specialization, as well as building well-defined hierarch of authority and taking regular feedback from the teachers and parents in order to improve the quality of service delivery in schools. The study recommended that Head teachers should work on their competences, consider team building, harmony, emotional bond among their teachers, understanding their responsibilities in order to improve on the quality of service delivery in schools.
2023-01-01T00:00:00ZDistance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance LearningAnastase, Mvuyekurehttp://hdl.handle.net/20.500.12493/8912024-01-17T04:49:25Z2015-01-01T00:00:00Zdc.title: Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
dc.contributor.author: Anastase, Mvuyekure
dc.description.abstract: This study examined the contribution of distance learning to the quality of teacher education in
Rwanda and was conducted to establish whether the teachers' experiences and qualifications,
acquired through the distance learning program, adequately led to quality education. The study was
guided by three objectives: namely, to investigate the effect of distance learning on the
teaching-learning process; to examine the academic relevance of resources used in the distance
learning program in Rwanda; and to evaluate whether the graduates from the distance learning
program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient
education. Concerning the sample and methods used in this study, the simple random sample
technique, Questionnaires, interviews, and a documentary study were used. A simple random
sample was used to enable each and every individual or case in the entire population to have an
equal opportunity to be selected for analysis. Distance Learning Program; intake two, which
started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that
the students were still following the program and were familiar with it based on the time they had
already covered. All of these make them good sources of information about the program. Besides
the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali
Institute of Education who were appointed to take part in the training, and the head teachers whose
teachers are following the program were also involved. In accordance with the number of
respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58
respondents. As far as the data collection instruments are concerned, questionnaires were chosen
because they are easy to administer and save time. Two types of questions were used: closed-ended
questions and open-ended questions. In closed-ended questions, participants were allowed to
choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of
leading questions that required answers like "strongly agree" or "strongly disagree" were also used
to get an opinion from the respondents in limited words. Concerning open-ended questions, the
respondents were motivated to explain their answers by reacting to the question in order to obtain
the quality of their thinking and the reality of their answers.
2015-01-01T00:00:00Z