Journal Articles (Education)

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

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Response to land degradation in Muduuma Sub-County, Mpigi District Uganda
(African Journals Online; G-Card, 2023-02) Lutalo, Bernard
This study dealt with response to land degradation in Muduuma Sub-County, Mpigi District-Uganda. The study employed the cross sectional design due to its ability to collect data on more than one case from different respondents and at a single point in order to receive a body of quantitative data in connection with two or more variables. The target population was all the 9121 farmers of Muduuma Sub- County. However, only 114 of the total population was purposively sampled basing on the researcher’s judgment that only arable farmers were fit for the study. Data was collected through a questionnaire, an interview guide and a Focus Group Discussion Guide and it was analyzed through the descriptive statistics and the thematic approach. The study concludes that the majority of farmers had knowledge of land degradation. This was shown through the various actions taken to address the phenomenon despite having limited formal education. Methods used include organic manure, mulching, trenching, afforestation and fertilizers. Therefore, knowledge about causes and impact of land degradation to households is required. Once the population is more informed about the dangers of land degradation, it is easier to develop suitable soil management practices which in turn promote appropriate resource management practices for sustainable economic growth and development.
Record-keeping and political advocacy in late colonial Uganda: the case of Abataka Abasoga, Busoga, 1940 to 1950
(Routledge - Taylor and Francis, 2024-04-07) Musamba, William
This paper analyses the nexus between record-keeping and political advocacy in the late colonial Busoga which formed one of eastern ethno-geographical regions of the Uganda Protectorate. It illustrates the vexed position of the Abataka Abasoga attempting to build and use archival knowledge while the colonial government moved against the indigenous use of archival records as a tool of anti-colonial defiance. By weaving together archival materials with secondary sources, the paper reveals the precarious position of Ugandan archival records as denoted by the subsequent regimes’ involvement in the management of documentary materials. Ultimately, the example shows how the ruling regimes’ interests have been central in determining the nature of information made available for future preservation and its accessibility for use by both the political elite and reading publics.
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.
Influence of school income generating activities on financing Universal Primary Education schools in Uganda: a case of Lira Municipality, Lira District
(International Journal of Education and Research, 2020-07) Ayina, Moses; Kasujja, John Paul
The study focus was to investigate the influence of school-based Income Generating Activities on financing Universal Primary Education schools of Lira Municipality. Specifically, the study hinged on the investigation of three issues; to determine the role of school income generating projects in financing Universal Primary Education schools, to find out the challenges encountered in implementing school income generating projects in Universal Primary Education (UPE) schools, and to find out the extent to which school income generating activities influences financial performance of Universal Primary Education (UPE) schools in Lira Municipality. Cross-sectional survey research design was utilised with mixed methods of data collection, including questionnaires and interview guides and analysis was done descriptively. The results of the study clearly indicated that, to a larger extent school income generating activities play great roles in financing UPE schools, despite the numerous challenges encountered during the implementation of school income generating activities in UPE schools. The study concluded that, income generating activities are useful sources of additional income in UPE schools of Lira Municipality. The study recommended that the government should formulate a national framework for policy planning and administration of IGAs, creating the post of production unit, initiate capacity building programs for school managers to be equipped with entrepreneurial skills and infused entrepreneurship into teachers’ training curriculum to enhance their capacity as future leaders of IGAs in the country.
Perceptions of the nature of university learner support practices:
(Cogent Education, 2020-08-14) Ouma, Richard
The incorporation of staff and students’ views is so central in the transformation of learner support management and delivery in distance education. This study explored the staff and students’ perceptions of the nature of learner support in distance education at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving focus groups and in-depth interviews with selected university students and staff. The study results showed that the nature of learner support services focused on; academic advising, library and technology, counselling and career, communication and administrative services. The results provide valuable information on how to strategize learner support planning in distance education by synthesising and incorporating the voices of the students and staff. University administrators need to address the staff and students’ concerns about learner support to nurture a sustainable quality support culture.
Teacher Motivation and Teacher Commitment to Work: a Case Study of Government Aided Secondary Schools in Masaka Municipality, Uganda
(Contemporary Research Center, 2020-02) Tumusiime, John Baptist; Kasujja, John Paul
Motivation breeds commitment to work in any institution of learning. Consequently, this study investigated the role of motivation on teacher commitment to work in government Aided Secondary Schools in Masaka Municipality, Uganda. Specifically, the study sought to investigate how monetary allowances enhance teacher commitment to work, the influence of provision of staff accommodation on teacher commitment, and the influence of providing meals to teachers on teacher commitment to work. A case study research design with qualitative and quantitative approaches of research was adopted where a total of 144 respondents which included teachers, Directors of studies, Deputy Head teachers and Head Teachers. Data was collected using questionnaires and interviews and analysis was done using Chi-square- bi-variate analysis. The study found out that monetary allowance, provision of meals and accommodation to teachers improves teacher commitment to work. The study recommended that to maintain a committed staff, school administrators should ensure that teachers are promptly paid and in cases where teachers offer extra services that had been planned to attract an allowance, such compensation should be paid on time. Timely recognize exemplary performance by members of staff, provide secure accommodation near schools and empower staff welfare department to deal with teacher’s extrinsic needs that arise from time to time, and this can lead to high levels of teacher commitment to their work.
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.
Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects
(Cogent Education, 2019-08-22) Ouma, Richard
This article cross-examines the views of the university staff and selected students on institutional challenges in managing and delivering learner support for in-service teachers engaged in distance education in Uganda. A qualitative approach using in-depth interviews and reflective logs provided the study frame-work. The results showed several challenges faced by the university in administering learner support: a limited number of full-time staff at the faculty, lack of a reading culture, poor citations and referencing styles by students, untimely communication, and failure of some students to attend faculty field support. Further analysis revealed challenges of organising successful face-to-face workshops, inadequate counseling and guidance, inadequate action research supervision, students ’lack of ICT skills, inadequate library support, limited financial resource base, inadequate faculty support from the university management, and limited distance learners’ representation in their leadership and governance. The article concludes that building institutional capacity for distance education should be a driver to transform learner support challenges into opportunities for enhanced service delivery.
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.
Land Cover and Land Use Change Analysis: Its Impacts on RangeLand Ecosystems in Kakooge County, Nakasongola District, Uganda.
(2019) Mbaziira, James
The paper presents and reviews the land cover and land use changes within a rangeland ecosystem and their impacts for a period of 18 years (1987–2005) in Nakasongola district, specifically, Kakooge County. The study used ArcGIS 10.2 data, field observations and community perceptions. Results showed a typicalchange in built areas, bush lands and subsistence farmlands expanded by 822.2% in 1987 and 61.7% in 2015, while commercial farmland, forest plantations, wetlands and woodland declined by 1.5%, 67.5%, 37.6% and 6.5% respectively. The changes in land cover and land uses originated from poverty, charcoal production, occurrence of drought, and introduction of pine plantations by 41%, 37%, 55% and 50%. Similarly, this resulted into frequent droughts, reduced soil productivity, food insecurity, and wood fuel crisis by 98%, 67%, 33%, and 36%, respectively. There was also general decline of land holding per household from 1.6ha to 1.5ha. Thus, such cumulative effects contribute to rangeland degradation calling for appropriate management measures like strengthening environmental monitoring and ecosystem conservation strategies, extending poverty alleviation programmes and integrating of tree planting into the farming system in a more collaborative way to halt the outpacing impacts.
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.
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.
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
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.
Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS
(2010) Mutonyi, Harriet; Nashon, Samson; Nielsen, Wendy S.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centered in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed.
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.
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.
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.
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.
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.

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