Faculty of Education

Permanent URI for this communityhttp://hdl.handle.net/20.500.12280/149

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Analogies, Metaphors, and Similes for HIV/AIDS Among Ugandan Grade 11 Students
(Alberta Journal of Educational Research, 2007) Mutonyi, Harriet
This article looks at the importance of student-generated analogies, metaphors, and similes as an entry point into their understandings of HIV/AIDS. In addition, it argues that analogies, metaphors, and similes are good tools for eliciting students’ prior understandings of HIV/AIDS, especially matters relating to sexuality that are often figuratively communicated in many Ugandan cultures. It posits that students’ prior knowledge determines how they respond to messages about HIV/AIDS. The article suggests that in order to prevent vulnerability to HIV/AIDS among Ugandan youth, learning should be viewed as a process of conceptual change so that students become active participants in their own learning process.
Assessment of learning environment and its impact on teaching and learning process of students in secondary schools in Mpigi District, Uganda
(African Journals Online (AJOL), 2025-10-28) Kibirige, Raymond; Lutalo, Bernard
The purpose of the study was to examine the assessment of the learning environment and its impact on the teaching and learning process of students in secondary schools in the Mpigi district of central Uganda. Based on systems theory, the study adopted a cross-sectional survey research design. The study involved 15 secondary schools in the Mpigi district, whereby5 secondary schools were purposively sampled to participate in the study because the schools had a better learning environment; however, stakeholders complain about their teaching and learning process. The study used a purposive sampling technique to choose 5 headteachers, 5directors of studies, 44 teachers, and 64 students to participate in the study. Interviews, focused group discussions, and observation guides were used for data collection. Qualitative data was analyzed thematically. The study concluded that learning environment resources are inadequate in Mpigi secondary schools; however, the few available resources are effectively used by teachers and students. The teaching and learning process of students in secondary schools of the Mpigi district is below the expectations of the stakeholders. Learning environments positively impact the teaching and learning process of students in Mpigi district secondary schools. The study recommended that the government of Uganda should aid secondary schools with adequate learning environment resources to improve on the teaching and learning process of students. School administrators should organize training sessions and workshops for the teachers to equip them with skills and knowledge required to use the available learning environment resources in order to elevate the teaching and learning process of students in schools.
Building Scientific Literacy in HIV/AIDS Education: A case study of Uganda
(2007) Mutonyi, Harriet; Nielsen, Wendy; Nashon, Samson
The term scientific literacy is defined differently in different contexts. The term literacy simply refers to the ability for one to read and write, but recent studies in language literacy have extended this definition. New literacy research seeks a redefinition in terms of how skills are used rather than how they are learned. Contemporary perspectives on literacy as a transfer of learned skills into daily life practises capture the understanding of what it means to be scientifically literate. Scientific literacy requires students to be able to use their scientific knowledge independently in the everyday world. Some models for teaching towards scientific literacy have been suggested including inquiry based learning embedded in constructivist epistemologies. The inquiry-based model is posited to be effective at bringing about in-depth understanding of scientific concepts through engaging students’ preconceptions. In order to establish whether directly engaging students’ preconceptions can lead to in-depth understanding of the science of HIV/AIDS, a case study was designed to elucidate students’ prior knowledge. From questionnaires and classroom observations, Ugandan Grade 11 students’ persistent preconceptions were explored in follow-up focus group discussions. The inquiry process was used to engage students with their own perceptions of HIV/AIDS duringthe focus group discussions. Findings suggest that students need to dialogue with each other as they reflect on their beliefs about HIV/AIDS. Dialogue enabled students to challenge their beliefs while making connections between ‘school’ and ‘home’ knowledge.
Busoga states amalgamation and ethnic formation, Uganda Protectorate, 1900 to 1950
(Routledge - Taylor & Francis Group, 2023-06-01) Musamba, William; Rukooko, Byaruhanga Archangel
Contrary to the common perception of colonialism as an exercise of power within the context of ‘divide and rule’, this study fore-grounds Ali Mazrui’s concept of ‘unite and rule’ as another funda-mental aspect of British colonial policy in East Africa. Unable to implement indirect rule in the multifarious Busoga states, the British colonialists were compelled to adopt the policy of unprecedented amalgamations, thereby creating a single ethnic identity at the beginning of the twentieth century. Overtime, Busoga came to be perceived as a territory of the Basoga: one of the major ethnic groups in modern Uganda. The rise of the Abataka Associations as opposition groups to the politics of states amalgamation enhanced the Basoga ethnic identity. However, the transition from the pre- colonial independent states to a single Basoga ethnic identity is hardly historicised in previous scholarship. This qualitative study therefore uses primary sources of archival materials in the Uganda National Archives and Jinja District Archives and five key informant interviews to historicise the primacy of agency in the process of Busoga ethnic formation between 1900 and 1950.
Cartoon drawing as a means of accessing what students know about HIV/AIDS: an alternative method
(Visual Communication, 2011) Mutonyi, Harriet; Kendrick, E. Maureen
Combating the spread of HIV/AIDS in Uganda has involved massive public education campaigns. One of the challenges of these campaigns has always involved the need to simultaneously respect and transcend cultural taboos around direct discussions about sexuality and sexual issues, particularly among youth. Research consistently shows that drawing, as a means of investigating what students know, has the potential to reveal students’ perceptions of given concepts and provides an alternative to predominantly language-based methods. Visual methods, however, have rarely been taken up in research on students’ sexual health and HIV/AIDS knowledge. This interpretive case study examines the use of cartoon drawing as a unique tool for understanding Ugandan secondary students’ conceptions of HIV/ AIDS, particularly concepts that are not directly discussed culturally.
Civic awareness and the prospects of the East African federation on the people of Uganda.
(Direct Research Journals Publisher, 2015-02-28) Tamale, M. B.; Kasujja, J. P.
The thrust of the study is hinged on the investigation of civic awareness on the prospects of East African Federation in relation to the people of Uganda. The study used a cross-sectional survey design. The study used 385 respondents, selected using random and purposive sampling techniques who included; Cultural leaders, social workers, businessmen, Members of Parliament, and cabinet ministers, leaders of political parties and rural people like the Local council Chairmen / chair persons of border areas, and distinguished citizens in the study selected areas which included, Masaka, Katuna, Nimule, Kampala, Malaba and Mutukula. The study gathered information using questionnaires and interview guides and discovered that, the idea of the East Africa Federation, its prospects, and benefits to Ugandan people was misunderstood and misconceptualised due to lack of proper access of information towards the project. The study recommends the need by the Governments of the East African States to design sensitisation programmes that would enable all people to access information about the East African Federation in Uganda. Such programmes could pass-on information to all masses through different radio stations, televisions, newspapers, drama and other mechanisms in all ethnic languages for the Ugandan masses to clearly conceptualize the East African Federation.
Civil Society Organisations (CSO) and the monitoring of national elections in Uganda: understanding the role of the Uganda Joint Christian Council (UJCC)
(African Journals Online (AJOL), 2025-11-20) Nansikombi, Proscovia
The recent government’s limitation of the Civil Society Organizations (CSOs) that monitor national elections is in stark contrast to the critical role they play in the democratization process in Uganda. According to one of the Uganda Joint Christian Council (UJCC) Secretaries, this was more specifically with the 2021 national elections monitoring. Accordingly, the Civil Society Organizations (CSOs), like the Uganda Joint Christian Council (UJCC) and many others in Uganda, were not accredited by the Electoral Commission (EC), as had been the case before with the previous elections. This government suffocation of election monitoring was equally extended to the international election monitoring organizations, like the European Union (EU) and the Commonwealth Observation Group (COG), among others. While the role of some of these organizations, like the Foundation for Human Rights Initiative (FHRI) and the Human Rights Network for Journalists (HRNJ), among others in this regard, has been documented, ther e is little scholarship on the role played by UJCC in the monitoring of national elections. This article preferred to use the behavioral theory and the rational choice theory. This preference is because these theories complement each other in corresponding with the issue of national elections and monitoring. Similarly, both theories encompass the rationality aspect in decision-making used by the individuals or agencies that are monitoring elections. Based on the past national elections of 1994 and 1996 in Uganda, this article employed a historical research design, drawing on the archival sources and field interviews, to examine the role of UJCC in the monitoring of national elections in Uganda. To build a coherent interpretation of the primary and secondary sources, the collected raw data was analyzed through triangulation and then categorized according to the key research questions. This helped the researcher to make historical and qualitative sense out of the collected data. This article argues that the interference of the government in the monitoring role of the CSOs will complicate and undermine the otherwise good role they play in the democratization process of Uganda. Findings of this study indicate that UJCC played a significant role in the monitoring of national elections in Uganda.
Decomposing sand mining complexities to chart ocean sustainability narratives and pathways in the coastal zones of Africa
(Elsevier, 2025-03-08) Matovu, Baker; Bleischwitz, Raimund; Lukambagire, Isaac; Etta, Linda A.; Lutalo, Bernard
Coastal zones/states of Africa are some of the leading sand-mining and exporting spots globally, a conduit for lucrative socioeconomic transformation. Unfortunately, in Africa, as with most emerging economies, sand mining benefits have not yielded comprehensive socioecological benefits. Rather, sand mining and trade have spiraled into negative externalities that cataclysmically scupper socioecological systems and ocean sustainability targets. The lack of coherent sand mining governance mechanisms and increasing natural resource contestations, proliferated by bumper global sand demand, have further created dire sustainability indicators/ramifications. The externalities have explosive negative effects on coastal and marine ecosystems that sustain livelihoods. These have spilled into unsustainable socioecological outcomes,cremating the avenues for realizing Agenda 2063 of Africa’s Ocean Decade and sustainable actions, necessitating urgent redress. This study digs deeper into the literature on sand mining in Africa to kickstart new epochs for sustainable sand mining in Africa that are replicable. A systematic literature review of 2514 peer-reviewed articles and 15 grey literature, including policy documents and reports on sand mining, were explored and analyzed using a bibliometric analysis technique. A bibliometric analysis entailed the uncovering of three key issues (i) sand mining research and policy trends/ directions in Africa, including their complexity in tandem with the sustainability trilogy (ii) ramifications of the current sand mining landscape to/on ocean sustainability pillars (social, economic, institutional, scientific &environmental) and (iii) thematic mapping/analysis to highlight the current governance mechanisms (including sustainability issues/gaps therein). Findings revealed that Africa’s coastal states are some of the leading sand exporters but lose most of their revenue by reimporting sand from middle or high-income states. Research on sand mining has receded. If it exists, it is led by a few countries and western (developed/richer) institutions/scholars. Increasing sand mining is associated with increase in socioecological vulnerabilities. Africa’s coastal regions experiencing unsustainable sand mining are losing critical natural and social livelihood capitals. Governance mechanisms are unsustainable. Few powerful actors (including an emerging network of African oligarchs and foreign companies/individuals), operate or manage the sand-mining value chains. There is limited understanding of the environmental, social, and governance nexus and its relationship to local and global development targets. To chart/regurgitate sustainable narratives for sustainable sand mining, a new pathway called the SSMAP (Sustainable Sand Mining Action Pathway) that has five key interrelated steps has been developed. Localizing the SSMAP and incorporating emerging co-governance pathways in micro-settings could help identify leverage points for collaborative and voluntary engagements/governance on sand mining. Scaling up the SSMAP (micro to macro levels) could help build evidence-based inventories and transformative options to co-design coherent transnational governance mechanisms. Such mechanisms could bolster the monitoring of sand mining, legitimize sustainable sand mining operations and value chains, and lay the foundations for better coastal socioecological livelihood and development indicators.
Effect of Qualifi cation in ICT, Age and Income on Use of Computers among Postgraduate Students in Makerere University School of Education
(African Journals Online, 2009) Bakkabulindi F. E. K.; Sekabembe B.; Shopi J. M.; Kiyingi G.
The purpose of this study was to establish the relati onship between: qualifi cati on in using ICT, age and level of income; and use of computers among postgraduate students in Makerere University School of Educati on. The study was carried out following a cross-secti onal survey design and involved 69 students. Primary data, which were collected using a self-administered questi onnaire, were analysed using summary stati sti cs, t-test, analysis of variance, correlati on and multi ple regression analyses. The study found an insignifi cant relati onship between possession of qualifi cati ons in using ICT and the use of computers; a signifi cantly negati ve relati onship between age and the use of computers; and a signifi cantly positi ve relati onship between level of income and the use of computers. It was, therefore, concluded that possession of qualifi cati ons in using ICT is not suffi cient to enhance the use of computers; age can negati vely aff ect the uti lisati on of computers; and income enhances the uti lisati on of computers. Thus, it is recommended that, to enhance the use of computers among the said students, relevant managers should give special ICT training to the older students; and provide access to computers, to ensure that students whose incomes do not enable them to acquire personal computers have access.
Effect of stressors and coping strategies on pre-service teacher-trainees’ academic performance in Ugandan universities
(East African Nature & Science Organization, 2025-08-21) Atwikirize, Agrace; Ssenyonga, Joseph; Biirah, Judith
University students generally face numerous stressors that impede their academic performance. The study aimed at exploring how stressors and coping strategies affected the academic performance of preservice teacher-trainees in universities in the Central region, Uganda. A sample of 554 teacher-trainees enrolled on the BA(ED) and BSc (Ed) programmes from three universities participated in the study to ascertain the effect of stressors and coping strategies used. The study further sought views from 346 respondents enrolled in years two and three to establish the effect of stressors and coping strategies on their academic performance. The first years were excluded since they had not received their results at the time of data collection. The results revealed that teacher-trainees used myriad coping strategies to avert the effects of stressors. Results further revealed a significant negative relationship between stressors and academic performance (r= -0.239**, p=0.000< 0.05). This negative correlation implied that as stress increased, the academic performance of teacher-trainees reduced. Results further revealed a negative relationship between coping strategies and academic performance measured by their current CGPA (r= -0.089, p= 0.099>0.05). Thus, the way teacher-trainees coped with stress had a very minimal impact on their academic performance. Problem-focused coping had a positive relationship with academic performance, unlike emotion-focused and avoidant coping strategies. The study concluded that problem-focused coping could improve academic performance compared to maladaptive strategies such as emotion-focused and avoidance coping strategies. The study recommended strengthening the orientation of new students into university life and continued mentorship throughout their stay at university. The university managers should strengthen counselling programmes and encourage peer counselling for the students. Lastly, students should be guided in setting realistic academic goals and managing their time appropriately
Effective use of learning materials and its impact on students' academic performance in secondary schools in Mpigi district, Uganda
(African Quarterly Social Sciences Review, 2025-06-01) Kibirige, Raymond; Lutalo, Bernard; Saabavuma, Christopher
The purpose of the study was to establish the effective use of learning materials and its impact on the students’ academic performance in secondary schools in Mpigi District, Uganda. Based on the systems theory, the study adopted the cross-sectional survey research design. The study involved 72 secondary schools in Mpigi District, whereby 7 secondary schools were purposively sampled to participate in the study because the schools had recommendable learning materials; however, stakeholders complained about their academic performance. The study used purposive sampling technique to select 7 headteachers, 7 directors of studies, 48 teachers, and 66 students to participate in the study. Interviews, focus group discussions, observations, and documentary guides were used for data collection. Qualitative data were analyzed thematically. The study found that learning materials are inadequate in Mpigi secondary schools; however, the few resources are effectively used by teachers. Academic performance in Mpigi secondary schools is below the expectations of the stakeholders. This research concluded that learning materials positively impact the academic performance of students in Mpigi District secondary schools. The study recommended that the government of Uganda should support secondary schools with adequate learning materials to improve learners’ academic performance. School administrators should provide teachers with training to enable them to use the available learning materials effectively to help learners achieve better academic performance
Effects of Preparatory Classes on the Social Life of Primary School Pupils in Masaka Municipality, Uganda
(African Journals Online, 2011) Namatovu, Maria Theresah; kello, Lucy Dora
This study examined the effects of preparatory studies on the social life of primary school pupils in Masaka Municipality, Central Uganda. Data were collected from pupils, teachers and school administrators using interviews, focus group discussions and observation. The findings indicated that to a large extent, preparatory classes negatively affected the social life of the pupils. Therefore, it is recommended that schools adhere to the timetable stipulated by the Ministry of Education and Sports.
Ethnicity and political development in Uganda:The case of Kampala District
(Uganda Martyrs University, 2014) Kasujja, John Paul; Tamale, Bakulaba Maurice
The thrust of this study is hinged on the investigation of two major issues; the Influence of ethnicity on the multiparty politics of Kampala district, and the influence of ethnicity on the political ideologies of Kampala District. Across – sectional research design was used in the study, and the focus of the study was put on the political leaders and cabinet members, and the elite voters in Kampala District. The sample population which was used included 27 political leaders, 130 cabinet members who were selected using purposive sampling and 227 elite voters who were randomly selected. The study findings showed that, ethnicity has a significant influence on multiparty politics of Kampala District. The study findings also revealed that, ethnicity has a significant influence on the political ideologies of Kampala District.
Ethnicity and the formation of the East African federation :
(Direct Research Journals Publisher, 2015-01-03) Tamale, Maurice Bakaluba; Kasujja, John Paul
The study examined the influence of ethnicity on the formation of the East African Federation; putting emphasis on the social aspect in Uganda. The study utilised a Descriptive cross-sectional survey design, and on the basis of purposive, and random sampling techniques, 385 respondents were selected who included Social workers, Businessmen and Women, Distinguished Citizens, Members of Parliament, Cabinet Ministers, Leaders of Political Parties in Uganda, Cabinet Ministers, and Rural people who revealed information through the study Questionnaires and Interview guides. The findings reveal that the East African Federation cannot attain social unity of its citizens, because of the different ethnic backgrounds of people in the region and also the idea is a persuasion by Political Leaders based on technocratic expertise and not ideological grounds. The study concluded that the rigid divide in methodological application of cultural and rational accounts among Ugandan, and East African Ethnic groups will greatly influence the realization of a fruitful East African Federation.
Ethnicity and the formation of the East African Federation: the social aspect in Ugandan context
(Direct Research Journals Publisher, 2015-01) Bakaluba Tamale, Maurice; Kasujja, John Paul
The study examined the influence of ethnicity on the formation of the East African Federation; putting emphasis on the social aspect in Uganda. The study utilised a Descriptive cross-sectional survey design, and on the basis of purposive, and random sampling techniques, 385 respondents were selected who included Social workers, Businessmen and Women, Distinguished Citizens, Members of Parliament, Cabinet Ministers, Leaders of Political Parties in Uganda, Cabinet Ministers, and Rural people who revealed information through the study Questionnaires and Interview guides. The findings reveal that the East African Federation cannot attain social unity of its citizens, because of the different ethnic backgrounds of people in the region and the idea is a persuasion by Political Leaders based on technocratic expertise and not ideological grounds. The study concluded that the rigid divide in methodological application of cultural and rational accounts among Ugandan, and East African Ethnic groups will greatly influence the realization of a fruitful East African Federation.
Ethnicity and the Formation of the East African Political Federation: The Case of Uganda
(2014) Kasujja, John Paul; Muwagga, Anthony Mugagga; Tamale, Maurice Bakaluba
East Africa is a multicultural region with diverse ethnic composition, and is comprised of a number of independent states namely; Uganda, Kenya, Tanzania, Rwanda, Burundi, and of recent Southern Sudan and Somalia have expressed interest in joining the East African Federation. These states have struggled to unite into one political, social and economic unit, however their contrasting cultural, ethnic and historical background; arising from their colonial experience, socio-political and economic environment has made the idea of a federation a challenging one. Inspite of the seeming novel and beneficial nature of the East African Federation, its process and realization has taken a painful slow pace. This study examined ethnicity as a salient feature to the political federation in East Africa, taking Uganda as a case study.
Ethnocentric Tendencies in the Formation of the East African Federation on Uganda
(2018) Kasujja, John Paul; Nayebare, Creatoris; Mahajubu, Abudul
The study hinged on the investigation of ethnicity and the East African political, social, and economic unity. The study employed a descriptive cross- sectional research design, with qualitative and quantitative approaches. The study used 385 respondents, selected using random and purposive sampling techniques in the study selected areas in Masaka, Katuna, Nimule, Kampala, Malaba and Mutukula. The study discovered that, ethnicity has negatively influenced the formation of the East African political, social and economic unity of Ugandans. The study concluded, that the different and contrasting interpretation of cultures, norms, customs and traditions of the Ugandan people cannot allow the idea of the East African federation to be successful as it is projected in the political, social, and economic spheres on Ugandans. The study recommended for the establishment of a cultural model federation that is widely open politically, socially and economically to all groups of people in the region.
Ethnocentrism and National Elections in Uganda
(Uganda Martyrs Universityty, 2012) Kasujja, John Paul; Muwagga, Anthony Mugagga
The paper focuses on ethnocentrism as an active factor for national election turmoil in Uganda. The bewitchment of the military by ethnocentric virus, the subsequent coups and overthrows, to the military regimes and dictatorships by successive presidents since 1966, the 1980, 1996, 2001 and 2006 presidential elections, can account for ethnocentric tendencies in the Pearl of Africa. Thereafter, the paper discusses the 1996, 2001 and 2006 general elections held in Uganda before propounding implications for the country’s future.
Examining the relationship between stressors and coping strategies used by teacher - trainees in universities in the central region, Uganda
(East African Nature & Science Organization, 2025-07-04) Atwikirize, Agrace; Ssenyonga, Joseph; Biirah, Judith
Stress is an integral part of the student’s university life that calls for appropriate coping measures. Guided by the Transactional Appraisal Theory of stress and coping, this study examined the relationship between stressors and coping strategies used by pre-service teacher-trainees in universities in the Central region of Uganda. The study was quantitative in nature and adopted a cross-sectional survey research design on a target population of 7502 teacher-trainees. Five hundred fifty-four (554) pre-service teacher-trainees from year one to year three on two programs of study were selected using a simple random sampling strategy. The study involved 254 (45.8%) males and 300 (54.2%) females with an average age of 24 years. The findings revealed academic difficulties and time pressure as key stressors. The findings further revealed a significant positive relationship between stressors and coping strategies used by pre-service teacher-trainees to mitigate stress (r = 0.469, p = 0.000<0.05, n=554). Although teacher-trainees adopted myriad coping strategies simultaneously, the findings revealed that the majority used avoidant coping strategies (β = 0.550, p = 0.000<0.05), followed by problem-focused coping (β=0.439, p = 0.000<0.05) and emotion-focused coping strategies (β = 0.363, p=0.000<0.05). Thus, the study underscored the importance of adaptive coping strategies in mitigating stressful situations. The study recommends awareness and orientation of students in university life, strengthening counselling services, and introducing mindfulness programs to enhance the students’ problem-solving and adaptation-solving skills.
Experiments in Visual Analysis: (Re)positionings of children and youth in relation to Larger Sociocultural Issues
(2007) Kendrick, Maureen; Rogers, Theresa; Toohey, Kelleen; Marshall, Elizabeth; Mutonyi, Harriet; Hauge, Chelsey; Siegel, Marjorie; Rowsell, Jennifer
One of the most distinctive features of the 21st Century is the dominance of the visual and its relationship to multiple modalities of communication. Human experience is more visual and visualized than ever before (Mirzoeff, 1999). Visual communication is becoming less the domain of specialists, and more and more crucial in the domains of public communication (Kress & van Leeuwen, 1996), particularly as dominant modes of communication shift from page to screen (Snyder, 1997). Generating information about children’s and youth’s knowledge, and perceptions of their own lives and learning typically involves language-based modes, which may not build access to the multiple layers and complexities of their knowing. Visual representations have been utilized by researchers in various fields such as psychology and anthropology to learn more about participants’ constructions of their worlds (e.g., Adler, 1982; Diem-Wille, 2001; Koppitz, 1984). Siegel and Panofsky argue literacy studies have taken a semiotic turn: “the unsettled status of the field appears to be a productive moment of experimentation, invention, and problem-posing as researchers design analytic approaches that draw on a range of theoretical frameworks relevant to their research interests, purposes, and questions... analyzing multimodality requires a hybrid approach—a blend or ‘mash-up’ of theories” (2009, p. 99). Similarly, Pahl and Rowsell assert that, in accessing the underlying meanings of multimodal practices, “we need not only to account for the materiality of the texts, that is, the way they look, sound, and feel, but also have an understanding of who made the text, why, where, and when” (2006, p. 2).

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