College of Education and External Studies (CEES)
http://hdl.handle.net/10570/23
2024-03-29T06:42:18ZAbridged 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
2014-01-01T00:00:00ZAcceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
http://hdl.handle.net/10570/7549
Acceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
Ukwai, Theodosius
Poor parenting, especially use of harsh punishment, is associated with both behavioural and health consequences for children. A community based parenting pilot programme, ‘Parenting for Good Behaviour and Respectability’ sought to modify predictors of harsh parenting by discouraging harsh parenting and promotion of alternative discipline strategies in Wakiso district, Central Uganda.
The study set to examine how the community parental education programme was culturally adapted, its influence on parent’s perceptions and practices regarding harsh punishment, and barriers to adopting positive discipline strategies.
This qualitative research design, involved collection of data using in-depth interviews with parental participants and their children aged between 0 – 17 years old, plus focus group discussions and observation of sessions. Data was subjected to thematic framework analysis. In addition, the programme design involved; developing learning objectives, identifying and adapting existing materials to meet those objectives, and writing new exercises.
Furthermore, parents reported that the programme improved their parenting skills, relationships with children and management of emotions. In addition, parents reported that harsh punishment ‘no-longer works’, and explored alternative discipline. However, some obstacles to adoption include limited motivation to use, and familiarity with, alternative discipline seen as time consuming, plus inequitable gender norms.
Overall, this project was appreciated by parents, and has potential to discourage harsh punishment in the short term. Further research is needed to assess the long-term impact of the programme on harsh punishment and promotion of alternative discipline techniques.
A dissertation submitted to the Graduate School in partial fulfilment of the requirements for the award of Master of Adult and Community Education of Makerere University.
2019-07-01T00:00:00ZAccessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja District
http://hdl.handle.net/10570/3718
Accessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja District
Musiho, Abdala
The purpose of this study was to establish the factors affecting accessibility to tuition free universal primary education by rural households. The study was conducted in Busolwe Sub County in Butaleja district. The major objectives were: (1) to determine the socio-economic and institutional factors limiting accessibility to school by rural households; (2) to examine the attitudes of rural households towards universal primary education and (3) establish the factors that can encourage rural households to send their children to primary schools. The methodology used in this study was both qualitative and quantitative and questionnaires and interview guide were the major tools of data collection. Data analysis was used using Pearson’s correlation coefficient and the results indicated that there was a positive relationship between households’ income, level of education, ignorance of the importance of education and accessibility to tuition free primary education. The findings of the study also revealed that in Busolwe Sub County, many children do not attend primary schools or do not complete their primary education despite the fact that it is tuition free. The major cause of this phenomenon was that many rural households are still ignorant of the importance of education to mankind, in addition to the socio-economic and institutional factors. The researcher recommended that there is need to raise awareness of the importance of education for all children and mobilize a wide array of actors to improve and expand education infrastructures.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Arts Degree in Education Management of Makerere University.
2012-09-01T00:00:00Z