School of Education (SEd.) Collections
http://hdl.handle.net/10570/177
2024-03-28T14:40:15ZAbridged thematic curriculum’s prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale City
http://hdl.handle.net/10570/12932
Abridged thematic curriculum’s prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale City
Namasaba, Rebecca
The purpose of this study was to examine the Abridged Thematic Curriculum prioritization and learning recovery in selected government aided primary schools in industrial division, Mbale city. The study applied the social constructivist theory by levy Vygotsky (1968). The study was guided by three objectives namely; to explore the learning areas in the abridged thematic curriculum that are prioritized to support learning recovery; to establish the instructional strategies that the Abridged Thematic Curriculum prioritizes to facilitate learning recovery and to explore the assessment strategies the abridged thematic curriculum prioritizes to facilitate learning recovery. An exploratory qualitative approach, using a case study design was applied. Purposive sampling was employed in selecting the 14 participants involved in this study. The participants included 2 CCTs, 4 head teachers and 8 teachers. Data was collected using documentary analysis, face to face interviews and lesson observations. The documents analyzed were the abridged thematic curriculum and the standard thematic curriculum. The findings revealed that the learning areas prioritized are those which were merged from primary two and three curricula especially those that have similarities in the two classes, however, teachers misinterpreted the Abridged Thematic Curriculum and continue to pick content that was left out in the standard thematic curriculum, leading to curriculum overload, and affecting learning recovery; multi-sensory literacy-focused instructional strategies were prioritized as well as formative and diagnostic literacy-focused assessment strategies were prioritized. In conclusion therefore, the prioritized learning areas in abridged thematic curriculum are those which were merged and have similarities from the two curricula and from the two classes, prioritized instructional strategies in the abridged thematic curriculum are those that are learner-centered and the prioritized assessment strategies are those that subscribe to continuous assessment. It was recommended that the ministry of education and sports should provide targeted and generic professional development to enable teachers appreciate the rationale and purpose of the abridged thematic curriculum and to address abridged thematic curriculum misinterpretation to facilitate its effective implementation for learning recovery.
A dissertation submitted to the Directorate of Research and Graduate Training in partial fulfillment of the requirements for the award of a Master of Education in Curriculum Studies of Makerere University
2023-11-01T00:00:00ZAcademic interest, engagement and academic performance among secondary school students
http://hdl.handle.net/10570/6233
Academic interest, engagement and academic performance among secondary school students
Kipuru, Moris Matembu
The study set out to establish the relationship between interest, engagement and academic performance among secondary school students. It was conducted in four secondary schools around Kampala, government and private, both mixed and single sex schools. The study was guided by specific objectives which included, finding out the relationship between interest and engagement among secondary school students, establishing the relationship between interest and academic achievement among secondary school students and determining the relationship between engagement and academic achievement among secondary school students.
A correlational research design was used to conduct the study. Using a convenient sample, a sample size of 285 respondents was used in the study. The respondents included senior three (S.3) students from the four secondary schools around Kampala.
Using Pearson correlation coefficient to test the hypotheses, it was discovered that interest and engagement was positively and significantly related (r=.605, p<.01), engagement was positively and significantly related with the academic performance of secondary school students (r=.140, p<.05), and interest was also found to be positively and significantly related to academic performance of students (r=.138, p<.05).
It was concluded students who are interested and cognitively engaged in personal study attain better grades in tests and examinations. It was recommended that students should be more cognitively engaged than institutionally or socially engaged and parents and teachers should render assistance to students to discover the value of personal study and to enhance interest and cognitive engagement in their personal study.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Education Degree in Educational Psychology of Makerere University
2014-01-01T00:00:00ZAcoli learners’ challenges in articulating the received pronunciation of English in primary schools, Gulu District.
http://hdl.handle.net/10570/4330
Acoli learners’ challenges in articulating the received pronunciation of English in primary schools, Gulu District.
Oloya, Billy
This study investigated the effect of the English Vowel and consonant sounds missing in Acoli and the Acoli stress patterns on the learners’ articulation of the Received Pronunciation (RP) of English in primary schools, Gulu District. This was effected by examining the teaching methods used by the teachers of English and the instructional materials they used to achieve intelligible articulation of RP. The study employed a cross-sectional survey research design; it used qualitative and quantitative approaches complementarily. The methods used were questionnaires, observations, interviews and oral tests. Findings from the questionnaires, observations, interviews indicate that there is inappropriate use of methods of teaching RP. There is very limited use of instructional materials and also minimum emphasis on the teaching of listening and speaking skills. In conclusion, the study revealed that the English vowel and consonant sounds missing in Acoli and the Acoli stress patterns could not enhance the articulation of RP by Acoli learners. It was recommended that teachers of English need to be provided with a variety of authentic instructional materials that can be used to promote the teaching of RP, the teachers also need to be given refresher courses occasionally to update them on the appropriate methods of teaching RP and that, teacher education programme put much emphasis on the listening and speaking skills of English language.
A Thesis submitted to the Directorate of Research and Graduate Training in partial fulfilment of the requirements for the award of the Degree of Master of Education in Language and Literature of Makerere University
2014-09-01T00:00:00ZAdequacy and utilisation of sanitation facilities in secondary schools in Mpigi District, Uganda
http://hdl.handle.net/10570/2268
Adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District, Uganda
Nansereko, Fatuma
Inadequate sanitation has been found to be a major problem in primary schools and now as UPE begins to offload pupils into the secondary school system, the same problem might begin to affect the secondary schools. This study therefore sets out to investigate the adequacy and utilisation of sanitation facilities in secondary schools in Mpigi District. Four objectives were considered in this study namely:
• To find out the different kinds of sanitation facilities available in selected secondary schools in Mpigi district
• To assess the adequacy of sanitation facilities in selected secondary schools in Mpigi district.
• To assess the utilisation of sanitation facilities in selected secondary schools in Mpigi district
• To examine students’ awareness of the consequences o f poor sanitation
The required information was gathered using four methods namely in-depth interviews, survey, focus group discussions and observation. Four categories of respondents were used including head teachers, teachers, health inspector and students. It was found that although the secondary schools in Mpigi District own variety of sanitation facilities, there is generally inadequate coverage of sanitation facilities in the schools in the District and this is particularly worse-off in rural based schools and the phenomenon is exacerbated by the ever increasing student population due to increase in enrolment for secondary education resulting from Universal Primary Education. Additionally, the available sanitation facilities are poorly utilized which is a result of many factors including students’ background and up bringing, discipline regarding personal hygiene and school and weakness in implementation of sanitation and hygiene policies.
The cleanliness of the available sanitation facilities is not at its best and this forms part of the reasons why some of the students ignore using the facilities and instead opt for use of bushes around the schools.
It was recommended that there is need to develop sanitation programs under which the challenge should be tackled right from the root rather than attempting to manage the resultant unpleasant consequences. School administrations need to prioritize the aspect of sanitation and hygiene.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Science Degree in Education (Biology) of Makerere University
2010-10-01T00:00:00Z