School of Education (SEd.) Collections

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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.
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    Technology-based instructional interventions for mental health risk reduction among the youths in Gulu City
    (Makerere University, 2025) Nyeko, Anthony
    This study examined technology-based instructional interventions for mental health risk reduction among the youth in Gulu City. To meet this prerequisite, the study explored the current interventions for mental health risks reduction in Gulu City, factors affecting their implementation, and designed appropriate education messages that can address the exact mental health concerns of the youth in Gulu City. The study was carried out in Gulu City, Uganda, and was guided by Digital Mental Health Empowerment Theory (DMHET). A qualitative research approach with an exploratory design was employed. Data were collected through in-depth interviews, focus group discussions, and document review from a purposive sample of 21 youths aged 14-35 years, 5 counselors and were analysed through thematic analysis. Pre-intervention findings revealed limited awareness and knowledge of mental health issues among the youth in Gulu City with poverty, stigma, alcohol and drug use abuse, family breakage, insufficient resources etc. hindering the implementation of the existing interventions. Post-intervention findings showed significant improvements in mental health awareness, knowledge, and help-seeking attitudes among youth participants, with education messages on mental health risks reduction preferred as the most effective technology-based intervention. From the findings, it was concluded that mental health risks reduction in Gulu City is both psychological and medical services with limited use of technology, and that education messages on mental health risks reduction promote positive mental health outcomes and reduce risks factors. Based on the findings in both pre- and post-interventions, the study strongly recommends integration of technology-based instructional interventions into the existing mental health services, especially the use of education messages on mental health to combat mental health risks in Gulu City. Mental health curriculum should be developed and incorporated into the school curriculum at all levels, local network that brings together all the mental health workers in Gulu City need to be instituted to develop local policy of mental health workers’ operation. Mental health professionals should embark on screening pupils/students or youth for cognitive impairments and other neurodevelopmental disorders and give appropriate recommendations for alternative formal, non-formal or specialised education to reduce frustration, stress, anxiety, depression and suicide ideation.
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    Teachers’ self-efficacy beliefs and integration of ICT in the teaching of mathematics in secondary schools: the case of Nakawa Division, Kampala District, Uganda
    (Makerere University, 2024) Aapun, Joyce Norah
    The use of Information and Communication Technology (ICT) in education began in 17th Century in Europe, later spreading to America, Asia, and Africa. In Uganda, the adoption of ICT tools for teaching mathematics started in 1970. However due to the mismatch between the need to prepare students for a digital age and underutilisation of ICT in teaching, this study was carried out to analysed the relationship between teachers’ self-efficacy beliefs and integration of ICT in the teaching of mathematics in secondary schools in Nakawa Division in Uganda. The aim of the study was to analyse the relationship between teachers’ sources of self-efficacy beliefs (mastery experiences, vicarious experiences, social persuasion and emotional states) and integration of ICT in teaching mathematics in secondary schools in Nakawa Division. The study employed a cross-sectional correlational survey involving mixed methods. Quantitative questionnaire data was collected from 86 randomly selected mathematics teachers. Qualitative interview data was collected from six purposively selected head teachers. Quantitative data was analysed using descriptive, Pearson correlation and linear regression methods. Qualitative data was analysed using qualitative content analysis. Findings indicate that teachers’ mastery experiences, vicarious experiences and emotional states each had a positive, significant, predicative but moderate relationship with ICT integration in mathematics teaching, but the vicarious experiences related weakly with this integration. Together, these teachers’ self-efficacy dimensions predicted ICT integration in mathematics teaching by 55.7%. The qualitative and descriptive results indicate that most of the mathematics teachers regularly used ICT devices to search for teaching content online, in lesson planning, classroom teaching and setting of tests and exams, but rarely used them to mark the set tests and exams. The study hence concluded that teachers’ self-efficacy predicts integration of ICT in mathematics teaching but moderately, thereby pointing to a need to improve this prediction by strengthening the established relationships. The study hence recommended to the head teachers to organise in-service training for strengthening teachers’ self-efficacy, but focus more on improving teachers’ use of ICT to evaluate students. Head teachers, Directors of Studies, heads of departments, teachers’ colleagues and students should also improve appreciation of mathematics teachers who use ICT to teach in order to strengthen their belief that they are able to use this technology to teach. Further research was recommended into other factors affecting ICT integration in mathematics teaching, since teachers’ self-efficacy did not account for this integration by 100%.
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    The implementation of continuous assessment by teachers in government-aided and private secondary schools in Arua District: a comparative analysis
    (Makerere University, 2025) Onyango, Daniel
    The comparatively examined the teachers’ effectiveness in the implementation of Continuous Assessment (CA) in government-aided and private secondary schools in Arua District. The specific objectives were: to compare how teachers have adapted to the setting of CA tasks; to evaluate the differences in how teachers score CA tasks and to compare the attitudes of teachers towards the implementation of CA in government-aided and private secondary schools in Arua District. This research was based on the Diffusion of Innovations Theory by Rogers, (2003). A Concurrent Design was employed with both quantitative and qualitative methods. The study consisted of 4 government-aided and 4 private secondary schools, 4 Directors of Studies as participants and 112 respondent teachers totaling 116 subjects. A simple random technique was used to select the schools and the teachers, while the Directors of Studies were purposively selected. Data was collected using self-administered questionnaires, document analysis checklist and in-depth interview guide. Audio recording was used to capture the interactions during interview sessions. Quantitative data was analysed using IBM SPSS (Version 21) while qualitative data was filtered and sorted according to codes, patterns and themes then it was descriptively explained under each objective. Findings revealed that in the private schools, the setting of CA tasks is not being done effectively because teachers have not yet properly adapted to this aspect of the CA reform, the scoring of CA tasks is done in similar way between the two school settings and all teachers hold related positive attitudes toward the implementation of CA reform. The study concluded that there are significant differences in how teachers have adapted to the setting of CA tasks in government-aided and private schools; there is no significant difference on teachers’ practice of scoring CA tasks in government-aided and private secondary schools and there is no significant difference in the teachers’ attitudes toward the implementation of CA reform in the government-aided and private secondary schools in Arua District. Among others, the study recommends that secondary school teachers should be regularly engaged in CPD activities to improve on their proficiency in CA blueprint construction, setting tasks, making assessment rubrics, working on the rating scale, and objectively scoring the students’ CA tasks. Lastly, the study suggested that other researchers should further explore the secondary school teachers’ attitudes toward CA as a strategy for improving the quality of education in Uganda.
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    Financial literacy skills acquisition and application among women with physical disability in Kampala
    (Makerere University, 2025) Nasiyo, Rita
    Several studies have been carried out to investigate how persons with disabilities use financial knowledge and skills in their day-to-day lives and the therefore business operations. However, there is less in-depth insight into how women with physical disabilities (WPDs) acquire and apply financial literacy. This study, therefore, sought to analyse acquisition and application of financial literacy among women with physical disabilities in Kampala, Uganda a case of NUWODU beneficiaries. This case study followed a qualitative approach informed by the fundamental assumptions and beliefs of the interpretative paradigm. The study adopted the theoretical orientation of transformative learning, which has a fascinating connection with how WPDs can recognise and encounter financial challenges and biases to improve their competence and confidence. Data was collected through in-depth interviews, observations, and key informant interviews. Findings revealed that WPDs utilised a variety of learning options. They engaged in workshops and conferences, referred to printed materials, attended mentoring and coaching classes, and were involved in financial community outreach programmes. However, significant gaps remain between financial knowledge and practical application. Limited access to finances, inaccessible learning spaces, limited understanding of facilitators, and societal stigma hindered business success. The study recommended tailored financial literacy programmes designed in simplified formats, and advocacy for accessible financial services without prejudice and judgement. Additionally, learning should be conducted in accessible learning spaces as it is difficult for physically disabled persons to access existing classroom facilities efficiently. By addressing these gaps, a radical improvement in financial inclusion, economic empowerment and improved livelihood for WPDs can be realised.