School of Education (SEd.) Collections
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ItemSupplementary readers as a medium of enhancing young learners’ reading proficiency: a case study of a selected primary school in Goma Division, Mukono Municipality(Makerere University, 2025)This study examined the role of supplementary readers in enhancing young learners’ reading proficiency in Goma Division, Mukono Municipality. It specifically explored the types of supplementary readers available, their impact on reading skills, and the challenges learners faced in using them. The research targeted Primary Three pupils, who were considered most appropriate as they are still in the stage of “learning to read,” alongside their teachers, who provided information on how supplementary readers were used in classroom practice. A qualitative research design was employed, and data were collected using interviews, classroom observations, and document analysis. Open-ended interview guides were administered to the teacher, allowing for in-depth narratives on the use of supplementary readers. Observations focused on learners’ phonemic awareness, decoding, fluency, and comprehension, while document reviews examined the availability and management of supplementary materials. Data were analyzed thematically, with codes and themes developed to capture recurring patterns relevant to the study objectives. The findings revealed that learners engaged with a variety of supplementary readers, including storybooks, picture books, phonics readers, and informational texts. These materials were deliberately leveled to match pupils’ abilities and were integrated into English lessons and other subject areas. Pupils who frequently interacted with structured texts demonstrated stronger skills in phonemic awareness, decoding, word recognition, and fluency, confirming the importance of repeated exposure to meaningful reading materials. However, comprehension and higher-order skills such as prediction and summarization were less consistently developed, highlighting gaps in instructional support. The study concluded that supplementary readers played a critical role in fostering literacy growth among young learners but that their effectiveness was constrained by several challenges. These included limited supply of books, inadequate storage, phonemic and vocabulary gaps among pupils, low confidence, and insufficient remedial strategies. While the findings generally aligned with existing literature on the value of diverse and leveled reading materials, they also highlighted contextual factors unique to Goma Division, particularly resource constraints and varied learner readiness. The study recommended that the Ministry of Education provide national guidelines and resources for supplementary reading programs, while school administrators expand access to books and strengthen library systems. Teachers were advised to integrate active reading strategies, scaffold instruction, and adopt differentiated approaches to meet diverse learner needs. Future researchers were encouraged to replicate similar studies in other Ugandan regions and to explore longitudinal impacts of supplementary readers. Collectively, these recommendations underscored the importance of a systemic approach in ensuring that supplementary readers contribute effectively to literacy development in primary schools.
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ItemTeachers' use of instructional resources in the teaching of reading comprehension: a case of selected primary schools in Moyo District(Makerere University, 2025)This study explored teachers’ use of instructional resources in the teaching of reading comprehension among Primary Five and Six learners in selected government-aided primary schools in Moyo District, Uganda. The study aimed to: establish the types of instructional resources available, examine how these resources were utilized, and identify the challenges teachers faced in their use. A qualitative case study design was employed, guided by multimodal theory. Four teachers of English Language and sixteen learners were purposively selected. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and document analysis, and analyzed thematically. Findings revealed that textbooks and worksheets were the primary instructional resources used, although they were insufficient in quantity. Teachers supplemented these with handmade visual aids, such as charts and pictures, to enhance learner engagement. Audio-visual resources were rarely used due to infrastructural challenges, including unreliable electricity and limited access to digital tools. Cultural irrelevance of some materials and limited teacher capacity to integrate digital resources further constrained effective use. The study concluded that while teachers demonstrated resilience and creativity in adapting resources, systemic challenges limited optimal instructional practices. The study recommends the provision of culturally relevant materials, enhanced teacher training in multimodal resource integration, investment in digital infrastructure, and the promotion of collaborative resource planning among teachers to improve reading comprehension outcomes in resource-constrained settings.
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ItemCultivating teachers’ technological knowledge base to enhance the teaching of integrated science in rural primary schools(Makerere University, 2025)This study aimed at providing an avenue for cultivating teachers’ technological knowledge for enhancing the teaching of integrated science in both government and private rural primary schools. The study was guided by three research objectives, namely; establishing the level of technological knowledge among teachers in rural primary schools; assessing the contribution of teachers' technological knowledge base on the teaching and learning outcomes in Integrated Science in rural primary schools and, examining the pedagogical strategies can be employed to enhance teachers’ technological knowledge base in teaching integrated science in rural primary schools. The study employed mixed methods approach with qualitative and quantitative methods to gather data from 31 survey respondents (teachers) and 4 key informants (head teachers) for interviews selected using simple random sampling and purposive sampling respectively. Data was collected using a questionnaire, interview guide and documentary review techniques. SPSS was used for data analysis to generate descriptive and inferential statistics from quantitative data, while qualitative data was analyzed using narrative techniques, paraphrasing and direct quotations. The study found that there insufficient technological knowledge among teachers, brought about by limited training and familiarization with technological tools such as computers, modern mobile phones, Tabs and the relevant softwares. As such, the study concluded that technological knowledge base was contributing subtly to their teaching of integrated science among the sampled primary schools. The study concluded that pedagogical strategies that can be employed to enhance teachers’ technological knowledge base include a government policy to be implemented by school administration, requiring compulsory teacher training in technological knowledge, such as web-based computer programs, teacher induction training and refresher courses in technological computer studies. Also, availing the technological computer assets, softwares and accessories are important considerations by the school administration. The study recommends that government to provide educational software and digital tools for teaching integrated science, possessing technological knowledge that aligns with the current needs of teaching, emphasizing collaborative discussions with colleagues to enhance technological knowledge, creating professional development opportunities focusing on technology, providing adequate resources and training for improving technological knowledge, utilizing available technology effectively for teaching integrated science, being confident and comfortable in incorporating technology into lesson plans for integrated science and improving on technological infrastructure to supports effective teaching of integrated science.
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ItemThe contribution of philosophy of education to the moral and ethical conduct of teacher trainees at Busitema University(Makerere University, 2025)This study investigated the contribution of a philosophy course unit called Moral Ethics offered to teacher trainees in Busitema University and its contribution in shaping the moral and ethical behavior of teacher trainees during and after training. This study made an indepth content analysis of the couse appoved program by NCHE. The study further explored how the acquired knowledge and skills from Moral and Ethical Teacher’s Professional Growth and Development contributed to deterring teacher trainees from defiant behavior, examination mal-practice and adherence to the university dress code by teacher trainees. The study employed largely qualitative research design which involved the use of document review, observation, focus group discussions and indepth interviews as data collection tools. Key findings revealed that the Moral and Ethical Teacher’s Professional Growth and Development course had the desired curriculum content rich enough to help teacher trainees develop acceptable teacher moral and ethical conduct. However, findings of this study shockingly revealed that the Moral and Ethical Teacher’s Professional Growth and Development course had not influenced students onto avoiding examination mal-practice. Furthermore, much as the learnt knowledge and skills in the Moral and Ethical Teacher’s Professional Growth and Development course influenced dress code during school practice, it did not determine dress code during University and out of class time among teacher trainees. The study thus concluded that the Moral and Ethical Teacher’s Professional Growth and Development course is relevant to teacher trainees but not influential in determining what University students should put on while attending lectures in the University but helps students when they go to the field. The study thus recommends that Busitema University maintains the course on morals and ethics offered to teachers regularly accredited by NCHE. The university should set and implement a clear policy on dress code. Finally the University should tighten invigilation of both course work and examination without assuming that those who undertake the Moral and Ethical Teacher’s Professional Growth and Development course do not cheat.
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ItemExploring oral literature as a resource to enhance communicative competency in a selected secondary school in Bukedea District(Makerere University, 2025)The study aimed at exploring the teachers’ use of Oral Literature as a resource to enhance students’ communicative competence in a secondary school in Bukedea District. The study adopted a single-case study using the qualitative research design; and was guided by the Social Cultural Theory. Data was collected through interviews, classroom observations, focus group discussions and document analysis from one selected school involving 50 participants, 2 administrators, 2 teachers, and 46 students of S.1 and S.2 selected through purposive sampling. Findings reveal that while teachers used oral literature learning activities such as narratives, drama, songs and poems, the effectiveness of the pedagogical practices was significantly hampered by challenges including difficulty in management of group dynamics, insufficient training, large class sizes, learners’ shyness, local language influence (Ateso) and resource shortages. Classroom observations highlighted a clear disparity between the intended use of interactive methods and their practical application. The study concludes that despite teacher qualifications and their attempt to employ various methods in teaching speaking and listening, the development of communicative competence was constrained by interconnected factors. The study, therefore, recommends targeted professional development focused on implementing participatory, learner-centered strategies and the integration of diverse culturally relevant resources, alongside addressing systemic challenges like class size and resource availability, to promote a more engaging and effective learning environment for speaking and listening skill development. Key Words: Oral Literature, Resources, Communicative Competency, Effective Speaking, Active Listening.