Journal Articles (Education)

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/230

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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.
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.
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.
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.
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).
Factors Influencing Tutors’ Use of ICT: a Case Study of Mukuju Core Primary Teachers’ College
(African Journals Online, 2010) Ogot, Alfred Joe; Akello, Lucy Dora
This study examined the factors influencing the integration of ICTs in teaching/learning at Mukuju Core Primary Teachers’ College. Data were collected from staff and students at the College—using questionnaires and focus group discussions. The findings were that tutors’ and students’ conversance with ICTs, attitude towards the technologies and access to the internet influenced the former’s integration of ICTs in teaching/learning. Therefore, it is recommended that the tutors, and their students, be trained/retrained in the use of ICTs and that the College’s connectivity to the internet is improved.
Formative Assessment: The Role of Participatory Action Research in Blending Policy and Practice in Uganda
(2018) Akello, Lucy Dora; Timmerman, Greetje M. C.
This paper documents teachers’ assessment practices and pupils’ learning to read and write in large classes. To gain insights into the assessment practices and pupils’ learning, the principles of Vygotsky’s zone of proximal development and participatory action research (PAR) design were adopted. Collaboratively, teachers reflected on their assessment practices, developed, implemented and monitored the assessment practices. Through observation, in-depth interview and review of exercise books, data were obtained. We argue that teachers’ involvement in PAR has contributed to changing assessment practices in large classes and in improving pupils’ competencies in reading and writing. On the other hand, to promote better assessment practices, we advocate for reduced number of pupils in a class and teachers’ workload to enable them offer more support to the pupils during assessment of reading and writing
ICT on the Margins: Lessons for Ugandan Education
(Language and Education, 2007) Mutonyi, Harriet; Norton, Bonny
In this end piece, we argue that while this special issue shifts debates on the digital divide to address students’ capacity to use Information and Communication Technologies (ICT) for productive social purposes, access to ICT remains a major challenge in countries like Uganda, in which less than 1%of the population has access to the Internet. However, since the case studies address marginalised communities in Australia, Brazil, Greece and South Africa, the findings have relevance to Uganda and other developing countries. Five lessons, in particular, are important for curriculum planning and policy development in Uganda: the need to collect empirical data on ICT access and use; the importance of recognising local differences across rural and urban communities, male and female students; the need to promote professional development of teachers so that they can make effective use of ICT in classrooms; the importance of integrating in and out-of-school digital literacy practices; and the need to consider how global software can best be adapted for local use. We conclude that if ICT is to play its part in achieving Education for All by 2015, there is an urgent need for collaborative partnerships between a wide range of stakeholders at both the local and global level.
ICT Usage in Teaching and its Influence on Student's Academic Performance in Uganda Certificate of Education (UCE) in Kasese District
(Contemporary Research Center, 2020-02) Baluku, Edison; Kasujja, John Paul
This study investigated the ICT usage in teaching and its’ influence on students ‘academic performance in Uganda certificate of education (UCE) in Kasese District, focusing on three major areas; accessibility of ICT in teaching, Utilization of ICT infrastructure on academic Performance in UCE in Kasese District, and to determine the knowledge and skills possessed by secondary school teachers of Kasese District in ICT. The study utilised a cross sectional design with a Chi-square test for analysis using 291 respondents. The study discovered that the accessibility of ICT resources in teaching influence the academic performance of students, the utilisation of ICT Infrastructure influences students’ Academic Performance in UCE secondary schools of Kasese District, and also, the teachers in Kasese District posses reasonable ICT knowledge and skills, although the coverage of ICT resources is still very minimal; something that affects learning in Ordinary Secondary Level in Kasese District. The study recommended for different stakeholders: Board of School Trustees, Teachers, and Government of Uganda through the Ministry of Education and Sports to provide ICT facilities in schools, train teachers in the district ICT knowledge and skills in order to improve the accessibility of ICT in the teaching and learning process in Kasese District.
The Implication of Ethnicity on the Formation of the East African Economic Federation: The Case of Uganda
(2014) Kasujja, John Paul; Tamale, Maurice Bakaluba; Muwagga, Anthony Mugagga
The design of economic policies in East Africa that promote inter-ethnic cooperation remains poorly understood by the East African legislators, and the architectures of the East African Federation. This paper examines how central government economic policies towards ethnic diversity affect inter-ethnic relations in East Africa, putting emphasis on Uganda. Despite their largely shared geography, history and colonial institutional legacy, the post independent governments of East African states especially Uganda, have followed economically different radical ethnic policies along a range of national economic dimensions. This has caused economic inequality and regional imbalances, which have impacted on the prospects of the East African economic unity, thus forming the basis of this research.
The Implication of Ethnicity on the Formation of The East African Economic Federation: The Case Of Uganda
(International Journal of Innovative Social Sciences & Humanities Research, 2014) KASUJJA, John Paul; AMALE, Maurice Bakaluba T; MUWAGGA, Anthony Mugagga
The design of economic policies in East Africa that promote inter-ethnic cooperation remains poorly understood by the East African legislators, and the architectures of the East African Federation. This paper examines how central government economic policies towards ethnic diversity affect inter-ethnic relations in East Africa, putting emphasis on Uganda. Despite their largely shared geography, history and colonial institutional legacy, the post independent governments of East African states especially Uganda, have followed economically different radical ethnic policies along a range of national economic dimensions. This has caused economic inequality and regional imbalances, which have impacted on the prospects of the East African economic unity, thus forming the basis of this research.

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