Valley University of Science and Technology Institutional Respository (VUSTIR)

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Decentralization Policy and Performance of Universal Primary Education in Uganda
(SAS Publishers, India, 2021-06-30) Mbyemeire, Patrick; Byabashaija, Deusdedit; Muhwezi, John Bosco; Muganzi, Vally Silver
This study assessed the correlation between decentralisation policy implementation and Universal Primary Education (UPE) performance in Uganda. It was guided by the objective of assessing the relationship between political decentralisation and Primary Leaving Examinations (PLE) performance in Katerera County in Rubirizi district, in Uganda. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 139 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using frequencies, percentages, Pearson’s correlation and regression analysis for quantitative data and thematic analysis was used for analyzing qualitative data. The study findings established a significant relationship between political decentralisation and PLE performance of UPE schools in Katerera County and a unit increase in political decentralisation affects the PLE performance of UPE schools in Katerera County by 17%. The study concluded that decentralisation policy implementation contributes 61% to the PLE performance of UPE schools in Katerera County; Rubirizi District. From the study findings, the researcher recommended that central government should put much efforts in implementing decentralisation policy since it was found to have a significant relationship with performance of UPE schools, reduce bureaucracies for releasing money for buying scholastic materials, encourage parents to give financial support to their respective schools and increasing funding for local governments especially in the education sector.
Effect of problem-based learning on Ugandan secondary school physics classroom practices: an observational study
(F1000Research, 2023-03-06) Kanyesigye, Stella T.; Uwamahoro, Jean; Kemeza, Imelda
Background: Regular class observations are common ways of monitoring what happens inside classrooms during the teaching and learning processes. From the start of 2020, the Ugandan Education System introduced a new curriculum focusing on active learning methods which foster learner-centered approaches, including Problem-Based Learning (PBL). However, this new curriculum is now only emphasized in the lower classes (grades eight and nine), and teachers of the upper classes are still at liberty to use methods of their choice. This study documented the effect of problem-based learning on Ugandan secondary school physics classroom practices using a Reformed Teaching Observation Protocol (RTOP). Methods: The study followed a quantitative approach with a quasi-experimental design employing cross-sectional survey techniques. The study was carried in 19 secondary schools, both government and private, in Mitooma District, southwestern Uganda. The participants were 419 13th-grade physics students of 2020/2021 school year together with 22 teachers. Professional training in implementing and assessing PBL lessons were offered to some teachers (experimental group), who were compared to those who did not receive the training (control group). The standard and validated international RTOP was used to observe 152 physics lessons. Microsoft Excel 2016 was used to compute descriptive analysis, while IBM SPSS 25 was used to compute inferential statistics. Results: The results indicated that teachers in the experimental group effectively taught their classes using PBL and learners were more active compared to the control group. Female teachers showed a statistically significant difference compared to their male teachers in reformed teaching of physics, while no significance was found between government and private schools. Conclusion: Giving teachers professional training is key to effective classroom practices. We recommend teachers to use PBL in teaching, policymakers train teachers on its implementations, and researchers investigate its effect on other subjects with RTOP or other standard observation protocols.
Democratic Style of Leadership and Performance of Teachers in Uganda
(SAS Publishers, India, 2022-05-18) Karemire, Deusdedit Mark; Mbyemeire, Patrick; Byabashaija, Deusdedit; Muhwezi, John Bosco
The study analysed the relationship between democratic style of leadership and performance of teachers in Uganda. The study employed a correlational descriptive research design with quantitative and qualitative paradigms. A sample of 72 respondents out of 155 target population was chosen using a table advanced by Morgan & Kreijcie (1970). Data was garnered utilising questionnaires and interview schedule and analyzed employing Descriptive statistics and Inferential analyses for quantitative data and systematic content analysis was utilised for analyzing qualitative information .The research study findings came up with a significant correlation between democratic style of leadership and performance of teachers, a case of primary schools in Rukungiri district in Uganda. It was therefore concluded that democratic leadership style has a potential to improve performance of teachers than other leadership styles like laissez-faire and autocratic leadership styles. The scientific research study recommended that democratic leadership style should be dominantly used by Head teachers so as to tap its benefits of participatory decision making and increased employee commitment in school organizations.
Difficulties in understanding mechanical waves: Remediated by problem-based instruction
(The American Physical Society, 2022-06-02) Kanyesigye, Stella Teddy; Uwamahoro, Jean; Kemeza, Imelda
This study aimed at analyzing the impact of problem-based learning (PBL) in improving physics students’ conceptual understanding of mechanical waves. This study used a quasiexperimental, pretest– post-test control group design with PBL instruction as a teaching intervention. The participants of this study were 239 physics students from 19 secondary schools in Western Uganda. We analyzed data with SPSS v.23.0 using repeated two-way analysis of variance tests. We found that unlike the superposition of mechanical waves concepts, PBL effectively improves students’ understanding of propagation, reflection, and standing waves more than the usual or traditional teaching method. Teachers were recommended to teach with PBL to assess students’ difficulties to remedy them and uplift their understanding.
Examining the Impact of Environment on Pupils’ Academic Performance at PLE in Kitagata Town Council of Sheema District, Uganda
(NIJCRHSS Publications, 2024) Naturinda, Privah; Ainembabazi, Earnest; Tukur, Muhammad; Kanyesigye, Teddy Stella; Tumuhairwe, Justine
The study was conducted from three selected primary schools in Kitagata Town Council of Sheema District, Uganda. Case study research was used for this study, data were collected using open-ended and closed-ended questionnaires. Findings show that most primary schools in Kitagata Town Council, Sheema District lacked a conducive learning environment. the study calls for head teachers, teachers, parents, government and other stakeholders to give special attention to the condition of sanitary facilities in schools and the provision or improvement of existing utilities such as water, pit latrines and electricity. More so, parents, teachers, head teachers and the government should always ensure that pupils are provide with enough instructional materials so as to facilitate effective learning. Furthermore, Ministry of Education and Sports should invest in rehabilitating and renovating the existing buildings in primary schools where the already exist. Additionally, Parents Teachers Association in various primary schools should encourage parents to support and become more involved or take more responsibility for maintenance of existing structures in their schools.