School of Education (SEd.) Collections

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    Caregivers’ self- efficacy in the implementation of play-based learning in selected pre-schools in Bukuku Subcounty, Kabarole District
    (Makerere University, 2025) Kaboneire, Dianah
    The study investigated on caregivers‟ self-efficacy in the implementation of play-based learning in selected pre-schools in Bukuku Subcounty Kabarole district. The study was guided by the following objectives; (i) to investigate the caregivers‟ planning ability in the implementation of play-based learning in pre-schools, (ii) to examine the caregivers‟ ability to adapt instructions in the implementation of play-based learning in pre-schools and (iii) to investigate the caregivers‟ risk management ability in the implementation of play-based learning in pre-schools. The study employed qualitative research method to collect primary data. The structured interview guide and key informants‟ guide were the main data collection instrument used to collect data from 10 participants. Data was analyzed using thematic analysis. Themes and subthemes were generated based on the emerging findings following the study objectives. The study findings on caregivers‟ planning ability in the implementation of play-based learning in pre-schools majorly were solid understanding child development by caregivers through recognizing that to plan effective play-based learning activities. The study findings on caregivers‟ ability to adapt instructions in the implementation of play-based learning in pre-schools majorly was structuring activities around the central of play-based learning in pre-schools and finally the study findings on caregivers‟ risk management ability in the implementation of play-based learning in pre-schools majorly supported risks children face while they are engaged in play- based activities and social risks were developed a theme relating to the risk management by the caregivers. The study recommends that the government should strengthen policies that support play-based learning in pre-schools by prioritizing caregiver training in planning, instruction, and safety, the ministry of Education should organize regular training programs to enhance caregivers‟ skills in planning, instruction, and risk management for play-based learning, pre-school management should create a supportive environment for caregivers by providing safe and stimulating play materials, encouraging teamwork, and promoting innovative practices and caregivers should strengthen their planning skills by designing age-appropriate and engaging play activities that meet learning objectives.
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    Teachers' use of play literacy strategies on children’s literacy development in selected early childhood education centers of Kammengo-Mpigi District
    (Makerere University, 2025) Namalwa, Annet
    This qualitative case study explored teachers‘ use of play literacy strategies—such as rich-print environments, phonemic awareness activities, and wordplay—to support early literacy development (including phonemic/phonological awareness, vocabulary, and narrative skills) among 3–6-year-old children in two early childhood education centres in Kammengo Sub- County, Mpigi District, Uganda. Guided by Vygotsky‘s sociocultural theory, the research employed purposive sampling, with face-to-face in-depth interviews conducted with two headteachers, two head caregivers, and four caregivers, alongside non-participant classroom observations. Findings indicated that caregivers valued play literacy strategies and utilised resources like old charts, flashcards, picture cards, rhyming games, songs, storytelling, role-play, and locally-made musical instruments. However, implementation was inconsistent and hindered by limited training, a shortage of diverse print materials, absence of writing centres, and scarce wordplay resources. Despite these obstacles, the strategies used fostered active engagement, social interaction, oral language development, and core literacy skills. The study concludes that while play literacy strategies hold considerable potential to promote early literacy when guided by knowledgeable caregivers, their impact remains limited by resource shortages and inadequate training. To align practice with Uganda‘s play-based ECD policy, systematic professional development, the provision of diverse print-rich materials, and ongoing pedagogical support are essential. Enhancing caregiver capacity will enable more comprehensive application of play literacy strategies, thereby improving children‘s phonemic awareness, vocabulary, and narrative skills for sustained literacy growth. Keywords: Play literacy strategies, Early literacy skills, Rich-print environment, Phonemic awareness, Wordplay, Early childhood education.
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    Enhancing the teaching of Luganda 335/2 using authentic scenario-based items in a selected school in Wakiso District
    (Makerere University, 2025) Ssekimwanyi, Musa
    Scenario-based teaching approach that was implemented in schools in Uganda has raised concern among secondary school teachers in general and Luganda teachers in particular. The study aimed at exploring how the teaching of 335/2 could be enhanced using authentic scenario-based items in a selected school in Wakiso district. It was guided by the following objectives; (i) to explore how Luganda teachers use the different types of scenario-based items during the teaching of 335/2, (ii) to analyze the challenges faced by Luganda teachers during the teaching of 335/2 using scenario-based items, and (iii) to explore how Luganda teachers could enhance the teaching of 335/2 using authentic scenario-based items. The study was anchored in Vygotsky’s Sociocultural Theory (1978), which emphasizes that learning is a socially mediated process. This qualitative study specifically used Focus Group Discussion (FGD), Documentary Analysis, Participant observation and Field journals methods supported by FGD guide, Documentary Analysis guide, Observation guide and Field journal Notes. Respondents were the four Luganda teachers in that selected school. Basing on the findings Luganda teachers frequently use a variety of scenario-based items, including real-life, roleplays, problem-solving tasks, and collaborative group activities, to make lessons more engaging. However, the study also revealed that Luganda teachers face several challenges in using scenario-based items, including scarcity of resources, limited time for preparation, large class sizes, inadequate training, and financial constraints. The study also found that teaching Luganda Paper 335/2 can be enhanced when teachers integrate authentic scenario-based items, analyze the content before use, collaborate with colleagues, and carefully prepare supporting materials, thereby improving learner engagement and mastery of language skills. The study recommends that teachers receive targeted trainings on the use of scenario-based items in their language instruction to equip them with the skills of designing authentic and contextually relevant scenarios, thereby enhancing leaner engagement and mastery of language skills.
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    Instructional materials and students’ academic performance at lower secondary level in government aided secondary schools in Namutumba District
    (Makerere University, 2025) Namutamba, Zidah Aminah
    The purpose of the study was to examine the relationship between Teaching Instructional materials and Students Academic Performance at Lower Secondary Level in Government Aided Secondary Schools in Namutumba District. Instructional material plays a very important role in the teaching learning process. Population of the study comprised all government aided secondary teachers in Namutumba District. Overall, a total of 5 government aided secondary schools and 280 teachers (270 teachers and 10 Directors of studies), then 164 teachers (5 Directors of studies and 159 teachers) from each school were randomly selected as the sample of the study. An Embedded research design and correlation method was used, both quantitative and qualitative data which was collected. The study used both simple random sampling and purposive sampling. Data collection instruments used were Self-Administered Questionnaire, Interview Guide and Observational tool. Pearson correlation was used to find out the relationship and Regression analysis with linear function was used to find out the differential impact. The study identified that there is a great deficiency in the use of teaching instructional material in the teaching and learning process as students’ academic performance is concerned. The study concluded that the less availability, misallocation and the deficiency in the use of instructional material lead to the wastage of resources, the less effectiveness of instructional material and lower students’ academic performance. The policy implications of the study are that instructional material can have an enormous effect if they are incorporated in teaching and learning hence good students’ academic performance both at internal and external level.
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    Monitoring practices and implementation of the Competency Based Curriculum in secondary schools, Nama Sub-County, Mukono District
    (Makerere University, 2025) Lugero, Henry
    The study established the influence of monitoring practices on implementation of Competence Based Curriculum (CBC) in secondary schools, Nama Sub- County Mukono District, Uganda. The study was guided by three objectives; to establish the influence of time keeping on implementation of CBC, to establish the influence of attendance to meetings on implementation of CBC and to explore the influence of professional records on implementation of CBC. The surveillance theory was used as lens in this study. The study adopted a mixed research design with quantitative and qualitative approaches. The quantitative data was collected with questionnaires administered to 133 teachers selected using simple random sampling. It was analyzed using SPSS to generate the descriptive and inferential statistics. The qualitative data was gathered using interview guide administered to head teachers who were purposively selected in five secondary schools and were subjected to content analysis. Findings indicated that secondary schools implement the monitoring practices; time keeping, attendance to meetings and preparation of professional records to track teachers in implementation of the CBC. Regression analysis indicated that time keeping with coefficient beta 0.380 and R Square Change 0.144 had a significant influence on the implementation of CBC. In addition, teachers` attendance to meetings with coefficient beta 0.655 and R Square Change 0.429 had a significant influence on the implementation of CBC. The professional records with coefficient beta 0.739 and R Square Change 0.546 had a significant influence on the implementation of CBC. The multiple regression analysis indicated that teachers’ attendance to meetings and preparation of professional records had positive significant influence on the implementation of CBC unlike time keeping. However, monitoring practices predict 60.1 percent (Adjusted R Square = 0.601) on implementation of CBC. The study concluded that teachers’ attendance to meetings which allows co-creation of knowledge and preparation of profession records to track progress of content coverage supports implementation of the CBC at school. Therefore, it was recommended that MoES and administrators of secondary schools need to allocate more resources to organize and sensitize teachers to attend meetings for knowledge sharing, regularly evaluate and guide teachers in preparation of professional records to support implementation of CBC. The biometric system and other time track mechanisms need to be prioritized to track teachers’ presence at school to engage in meetings as well as dedicate time to prepare professional records align with teacher and learner guides to implement CBC.