Browsing by Author "Namusisi Speranza"

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Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
(Education Association of South Africa (EASA), 2015-08) Kiwanuka Henry; Namusisi Speranza
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.
Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda
(University of Pretoria, Faculty of Education, 2015-08) Kiwanuka Henry Nsubuga ; Van Damme Jan ; Van Den Noortgate Wim ; Anumendem Dickson Nkafu ; Namusisi Speranza
This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old) from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students’ perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics) and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are onsidered.
How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis
(Taylor & Francis Group, 2016) Kiwanuka Henry Nsubuga ; Damme Van Jan ; Noortgate Van Den Wim ; Anumendem Kafu Dickson N; Vanlaar Gudrun ; Reynolds Chandra ; Namusisi Speranza
This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics.
Language and Girl Child Education:
(Uganda Martyrs University, 2016) Namusisi Speranza
This book focuses on the role language plays in the education of girls in Uganda’s primary education. It provides a historical and theoretical background to genders socialization education and language. It further discusses the theories and policies of Language and gender in education The study brings to light the impact of language use on the girls’ life in school. It shows that the nature of language and how it is used can be a roadblock to girls’ attainment of education. This is because language has symbolic power which influences interaction. Evidence from the girls and other stakeholders show how girls have dropped out of school as a result of the way language issued at school and its surroundings. The author recommends a supportive environment for girls’ education while paying special attention to the language policy in Uganda’s education system, a review of the study materials (especially those that are pictorial) used in children’s academic textbooks to portray gender balance, and training teachers in communication skills as a measure to retain girls in school.
Teaching reading and writing in local language using the child-centred pedagogy in Uganda
(Taylor & Francis, 2015-11-04) Akello Lucy Dora; Namusisi Speranza
Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was introduced. This intervention, however, did not yield the expected results. Children taught in the local language still had problems in reading and writing. A participatory action research framework was used to gain insights into the child's learning to read and write within a re-emphasised child-centred pedagogy. In this paper, we argue that involving children at individual and group levels, conducting continuous assessment and using appropriate instructional materials help children to learn and improve their proficiency in reading and writing. Some pupils, however, still find difficulties in reading three syllable words, constructing simple sentences and punctuating their work. For the children to improve their proficiency in reading and writing in their mother tongue, the teachers need to use more instructional materials, carry out continuous assessment in small groups and design learning activities that promote children's interaction and participation