School of Education (SEd.) Collections

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    Predictive validity of the Uganda Advanced Certificate of Education on academic performance of undergraduate students at Makerere University
    (Makerere University, 2025) Sekayala, Suleman
    This study sought to examine the predictive validity of the Uganda Advanced Certificate of Education on Students‟ Performance at Makerere University. The specific objectives of the study include; (i) to examine content validity of UACE in predicting and its impact on academic performance of undergraduate students, (ii) to examine criterion validity of UACE in predicting academic performance of undergraduate students and (iii) to examine consequential validity of the UACE Scores as predicator of academic performance among undergraduate students at Makerere University. The study employed cross-sectional survey design with a population of 17,022 with a sample of 150 students selected from 5 colleges. The study employed only quantitative methods to collect data which included questionnaire. Quantitative data was analysed using Statistical Package for Social Sciences (SPSS). The results of this study revealed that UACE certification process ensures students ready for university. As long as students are screened into undergraduate and graduate courses through the admission tests, studying the influences of these tests on the future achievement of these students is of utmost importance. The results of this study concluded that content validity is related to student‟s pre-entry examinations. Similarly, their data suggested an association between validity on student‟s pre-entry examinations; presents on each experience UACE experience provides practical experience for future careers. “A” level attainment and career objective can vary according to the type of higher education institution and the area of study. This study recommends that male and female learners should be equally encouraged to improve in their studies as they showed no significant difference in the relationship between their Advanced Certificate of Education and academic performance. Appropriate actions by the government and other stakeholders aimed at improving academic achievement for girls should therefore be applied to boys as well, to avoid gender disparity in academic achievement.
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    Exploring the Role of Information and Communication Technologies in Enhancing the Listening Skill in a Selected Secondary School in Kampala District
    (Makerere University, 2025) Sebbi, Sophia Ahmed
    This study explored the role of Information and Communication Technologies (ICTs) in enhancing the teaching of listening skills in one selected secondary school in Kampala District under Uganda’s new lower secondary curriculum. Guided by the Technology Acceptance Model (TAM) and Communicative Language Teaching (CLT) theory, the research examined the challenges teachers face, how ICTs can be used in listening instruction, and practical strategies for effective integration. Using a qualitative action research design, the study was conducted in a selected secondary school in Kampala District, where data was collected through teacher interviews, an ICT coordinator interview, focus group discussions with learners, and detailed classroom observations. The findings revealed that although teachers recognised the potential of ICTs to make listening lessons more interactive and authentic, their use was constrained by limited access to contextualised digital materials, inadequate teacher training, noisy learning environments, and weak institutional support. ICT use was largely confined to the playback of foreign videos, which often led to passive learning and cultural disconnects. Through the action research cycles, interventions such as recording local audio materials, structuring lessons into pre-, during-, and post-listening stages, and improving classroom organisation significantly increased learner engagement and comprehension. The study concludes that effective ICT integration requires a move from basic technological adoption to pedagogically informed practice supported by institutional investment. It recommends the establishment of sound-proof listening spaces, targeted ICT training for English teachers, and the development of a central collection of locally recorded materials to bridge the gap between curriculum goals and classroom realities, thereby strengthening learners’ listening proficiency and communicative competence.
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    Modelling content resources on Learning Management System for fifth generation distance mode: a case of Kiswahili Language on Bachelor of Education at Makerere University.
    (Makerere University, 2025) Mugisha, Arthur
    Modelling content resources on Learning Management System (LMS) for Fifth Generation Distance Mode (FGDM) involves creating a structured, adaptive, and interactive digital environment that supports personalized learning. The study; analyzed the current learning, teaching and content resources for Kiswahili language, designed a structure and developed guidelines which inform creation of content resources fit for FGDM on Makerere University Electronic Learning Environment (MUELE). The Analyze, Design and Develop phases of ADDIE model informed the study and connectivism theory provided a lens to explain the findings. I adopted a descriptive case study design with qualitative approach and interpretivism research paradigm to inform the methodology. Using observation and document checklists as well as interview guides, data were collected on MUELE, students of Kiswahili Language on B.Ed. and academic administrators in CEES. Data were analysed using content analysis to create themes and Atlas.ti version 10 to generate network diagrams. The findings re-arranged and extended analyze phase from three to four stages; target audience, instructional goals, curriculum review and required resources. The B.Ed. programme has 16 Kiswahili course units. However, based on MUELE, two out of the four developed course units had uploaded content resources according to the Makerere university Detailed Design Document (DDD) and standard number seven of National Council of Higher Education (NCHE). Feedback on e-tivities, setting Intended Learning Outcomes and ensuring learner participation, re-arranged the design phase; testing student’s progress, identification of learning objectives and formulation of instructional strategies aligned to National Development Plan IV. In addition, the four uploaded course units had differing structures. The stages in develop phase were confirmed but validation and pilot test of content resources were not regularly done. Suggested guidelines were; student support, facilitation of staff, fixed fees policy per module, flexible time tabling and provision of smart rooms. The study concludes that modelling content resources undertakes analyze, design and develop phases as modified following the guidelines; facilitate staff and students on use of MUELE, engage stakeholders during curriculum review and enact a fixed fees policy. I argue, in this study, that use of Content Design Structure (CDS) undertakes seven stages; learner analysis, curriculum review, expected learning outcomes, detailed course outline, constructive alignment, detailed e-tivities, and study guide to model content resources fit for networked learning in FGDM. The DE students need support from facilitators, administration, NCHE and access to IT gadgets for quality education
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    The contribution of in-service teacher training programs on teacher performance in selected secondary schools in Mogadishu City,Somalia.
    (Makerere University, 2025) Mohamed, Said
    This study investigated the contribution of in-service teacher training programs to teacher performance in selected secondary schools in Mogadishu, Somalia, focusing on induction, mentoring, and training workshops. Guided by Frederick Taylor’s Theory of Scientific Management, the study employed a mixed-methods design, drawing quantitative data from 70 teachers and qualitative insights from a manager of Gaheyr teacher training college, an Inspector of Schools, and head teachers. Quantitative data were analyzed using descriptive statistics, correlation, and regression, while qualitative responses were examined thematically. Findings revealed that in-service training significantly improved teacher performance, though with varying levels of influence. Induction enhanced lesson planning, classroom management, and confidence (M = 3.56, SD = 1.20; r = 0.612, p < 0.01), explaining 37.5% of performance variance (β = 0.563, p < 0.001). Mentoring contributed positively (M = 3.68, SD = 1.10; r = 0.547, p < 0.01), accounting for 29.9% of variance (β = 0.511, p < 0.001), though its effect was limited by inconsistent implementation. Training workshops had the greatest effect (M = 3.92, SD = 1.05; r = 0.701, p < 0.01), explaining 49.1% of variance (β = 0.703, p < 0.001). A combined model showed that the three interventions explained 65.8% of performance variation, confirming their collective importance, with workshops as the strongest predictor. The study concludes that induction, mentoring, and workshops are complementary in enhancing instructional delivery, classroom management, and professional confidence. It recommends strengthening induction, institutionalizing mentoring, and ensuring workshops are frequent, practical, and relevant. Teacher training should thus be regarded as a strategic necessity for improving educational quality and rebuilding Somalia’s post-conflict education system.
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    Project-Based learning and students' critical thinking skills in History and political Education in selected secondaryy schools in Goma Division, Mukono District
    (Makerere University, 2025) Akareut, Esther Rachael
    This study examined how project-based learning (PBL) fosters students’ critical thinking skills in History and Political Education in selected secondary schools in Goma Division, Mukono District. It was guided by three objectives: to establish how collaborative PBL activities enhance critical thinking; to assess how student autonomy in PBL fosters critical thinking; and to examine how real-world connections within PBL activities enhance critical thinking. A quantitative approach within the positivist paradigm was adopted, using a correlational research design. The target population comprised 10 secondary schools in Goma Division, from which four participated in the study. An accessible population of 440 Senior Three and Senior Four students was obtained, and a sample of 205 students was selected using the Krejcie and Morgan (1970) table. Stratified and simple random sampling ensured fair representation. Data was collected using a self-administered Likert-scale questionnaire and analyzed in IBM SPSS using descriptive statistics and Pearson correlation analysis. Findings revealed a positive and significant relationship between collaborative PBL activities and students’ critical thinking skills (r = 0.323, p < 0.001); student autonomy and critical thinking (r = 0.412, p < 0.001); and real-world connections and critical thinking (r = 0.609, p < 0.001). Overall, PBL practices were significantly related to students’ critical thinking skills (r = 0.540, p < 0.001), leading to rejection of all null hypotheses. The study concludes that PBL is an effective pedagogical approach for nurturing critical thinking in History and Political Education. It recommends integrating collaborative and autonomy-driven projects, strengthening real-world learning experiences, and enhancing competence-based, inquiry-oriented History instruction. Key words: Project-based learning, collaborative activities, student autonomy, real-world connections, critical thinking skills, History and Political Education, Mukono District.