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X-WR-CALNAME:CEES | Makerere Univsity
X-ORIGINAL-URL:https://cees.mak.ac.ug
X-WR-CALDESC:Events for CEES | Makerere Univsity
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DTSTART:20240101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251222T090000
DTEND;TZID=UTC:20251222T120000
DTSTAMP:20260420T020033
CREATED:20251216T063342Z
LAST-MODIFIED:20251216T083230Z
UID:70737-1766394000-1766404800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Vincent  Operemo
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES)\, cordially  Invites you to a PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Vincent  Operemo \n\n\n\nTitle of Thesis:  \n\n\n\nEvaluating the Effectiveness of Management Information Systems in Makerere University: A Task Technology Fit Theory Perspective \n\n\n\nDate:  Monday 22nd  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nCurriculum Building\, Room 127. \n\n\n\nABSTRACT \n\n\n\nThis study examined the antecedents and moderators of performance impact of management information systems (MISs) in Makerere University using Goodhue and Thompson’s 1995 task–technology fit (TTF) model. Four key systems used in Makerere: academic management information system (ACMIS)\, integrated financial management information system (IFMIS)\, human resource management information system (HURIS)\, and Makerere library information system (MakLIBIS) were evaluated through five constructs: task characteristics (XT)\, MIS characteristics (XM)\, task–MIS fit (TMF)\, utilization (UM)\, and performance impact (PI). A quantitative approach was adopted\, and data were analyzed in SPSS using descriptive statistics and linear regression models to test three hypotheses on the relationships among these constructs. It was established that TMF was the strongest and most significant predictor of PI (β = 0.412\, p < 0.001)\, while UM showed a positive but nonsignificant influence. UM itself was significantly predicted by TMF\, and TMF was in turn determined by both task and MIS characteristics\, with system characteristics exerting a greater effect. Respondents acknowledged positive MIS contributions but highlighted challenges such as uneven integration across departments\, limited user training\, and inadequate system flexibility. Theoretically\, the study extends the applicability of the TTF model to higher education in the context of a developing country like Uganda. Practically\, this study emphasizes the need for MIS design and upgrades to prioritize task–system alignment\, enhanced user capacity-building\, and institutionalized monitoring of TMF and UM as performance indicators. Notable limitations are the single-institution scope\, cross-sectional design\, and reliance on self-reported data. Future research should therefore adopt longitudinal and multi-institutional approaches and explore additional predictors such as IT support and organizational culture to broaden insights into MIS effectiveness. \n\n\n\n Supervisors: \n\n\n\n1.     Professor F.E.K. Bakkabulindi \n\n\n\nDoctoral Committee:1.Professor Ronald Bisaso2.Dr. David Onen3.Dr. Gerald Bwenvu \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-vincent-operemo/
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Vincent_Operemo.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251222T090000
DTEND;TZID=UTC:20251222T120000
DTSTAMP:20260420T020033
CREATED:20251219T113936Z
LAST-MODIFIED:20251219T113946Z
UID:70766-1766394000-1766404800@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr.Ismael  Gaanya
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, School of Education  under the College of Education and External Studies (CEES)\, cordially  Invites you to a PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Ismael  Gaanya \n\n\n\nTitle of Thesis:  \n\n\n\nProject-Based Learning Intervention in Teaching Mathematics for Sustainable Development: Experiences of Secondary School Teachers and students in Uganda \n\n\n\nDate:  Monday 22nd  December 2025. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nAVU\, CONFERENCE ROOM \n\n\n\nABSTRACT \n\n\n\nThe study explored secondary school mathematics teachers and students’ experiences of Mathematics for Sustainable Development (MSD) teaching through Project-Based Learning (PjBL) in Wakiso -Kampala\, Uganda. The study employed a mixed-methods approach\, collecting data through survey questionnaires\, lesson observations\, interviews\, and focus group discussions. The study adopted Sterling’s theory of learning levels of accommodation\, reformation\, and transformation to evaluate teachers’ SDGs integration in mathematics knowledge in modelling MSD tasks. Data was analyzed about: Teachers and students’ perception about MSD teaching through PjBL\, contextual factors that enhance MSD teaching through PjBL\, teachers’ practices in teaching MSD through PjBL\, and the effect of MSD on students’ acquisition of SD skills of critical thinking\, creative thinking\, communication\, and collaboration using focus group discussion\, lesson observations\, interviews and survey questionnaire. The study findings revealed that contextual factors\, such as ICT integration\, availability of resources\, and time constraints to have a significant influence on MSD teaching through PjBL. Regarding modelling MSD tasks\, the teachers found the transformation learning level most challenging to attain\, and most MSD tasks were aligned to the reformation level. In addition\, the teachers were most comfortable with the teacher-led pedagogical modelling perspective; students were not involved in formulation or modifications in the given tasks. \n\n\n\nThe study further found that teachers found the assessment of students’ project work challenging. Regarding the effect of MSD teaching through PjBL\, students self-rated their perceived level of confidence high on the SD skills\, with mean scores between 3 and 4\, corresponding to confident and very confident. Regarding students’ perceptions about MSD teaching through PjBL and how it affects students’ acquisition of SD skills\, the students’ responses were found to correspond to 3 (agree) and 4 (strongly agree). In comparison between schools\, School B had the highest mean scores on SD skills of collaboration (3.68)\, communication (3.57)\, creative thinking (3.5)\, and critical thinking (3.67)\, all corresponding to code 4 of strongly agree on the Likert point scale. \n\n\n\n The study therefore recommends school administrators in conjunction with curriculum designers\, to organize CPD trainings that focus on the integration of cross-cutting issues in mathematics teaching and use of learner-centred approaches such as PjBL. And further research in this area using topics unrelated to business mathematics. \n\n\n\n Supervisors: \n\n\n\n1.     DR. MARJORIE S. K. BATIIBWE                        \n\n\n\n2.     PROF. BETINA DAHL SONDERGAARD                \n\n\n\n3.     PROF. JOHN MANGO MAGERO                          \n\n\n\n4.     DR. GODFREY MAYENDE   \n\n\n\n \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-ismael-gaanya/
LOCATION:AVU\, School of Distance and Lifelong Learning\, Makerere University\, Makerere University DICTS\, KAMPALA
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Gaanya_Ismael.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251222T100000
DTEND;TZID=UTC:20251222T130000
DTSTAMP:20260420T020033
CREATED:20251222T051727Z
LAST-MODIFIED:20251222T054214Z
UID:70773-1766397600-1766408400@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Joshua Ssemakula
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, School of Education  under the College of Education and External Studies (CEES)\, cordially  Invites you to a PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Joshua Ssemakula \n\n\n\nTitle of Thesis:  \n\n\n\nRelationship between Biology and Physical Education Teachers’ Nutrition Care and Adolescents’ Nutrition Practices in Nansana Municipality Government Owned/Aided Secondary Schools”. \n\n\n\nDate:  Monday 22nd  December 2025. \n\n\n\nTime: 10:00am – 1:00pm \n\n\n\nVenue:  \n\n\n\nSmart Room \, School of Education \n\n\n\nABSTRACT \n\n\n\nThe main purpose of this study was to establish the relationship between biology and physical education teachers’ nutrition care and adolescents’ nutrition practices in government owned/aided secondary schools within Nansana municipality. Specifically\, the study examined the nutrition care provided by Biology/PE teachers\, assessed the levels of nutrition knowledge\, attitudes as determinants for nutrition practices among adolescents\, and established the relationships among them. A mixed research design was employed\, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the phenomena. The targeted study population included adolescents and Biology/PE teachers from all government secondary schools in Nansana Municipality\, Wakiso District\, Uganda. The study aimed for a sample size of 1\,267 and successfully attained 1\,174 adolescents\, yielding a response rate of 93%\, with the shortfall attributed to absenteeism among selected respondents. In addition\, all biology and physical education teachers in the same schools were included in the study. \n\n\n\nFindings from the structural equation model revealed that adolescents’ attitudes towards nutrition were the strongest predictor of healthy nutrition practices. While nutrition knowledge and teacher-provided care were positively associated with practices. Contextual factors such as class level and school residence had significant negative effects\, with senior three adolescents and boarding school adolescents exhibiting poorer nutrition practices. Gender disparities were evident\, with male adolescents demonstrating higher knowledge and more favorable attitudes than their female counterparts. Additionally\, adolescents taught by more qualified and experienced teachers showed better nutrition outcomes. Findings of the study informed the development of a framework for improving nutrition practices among adolescents in a school set up. \n\n\n\nThe study concluded that improving adolescent nutrition requires a dual approach: fostering positive attitudes through behavior change strategies and addressing structural barriers within school environments. Policy recommendations include enhancing teacher training and professional development in nutrition education\, integrating attitude-focused curricula\, and tailoring interventions to vulnerable groups such as senior adolescents\, boarders\, and female adolescents. These measures are essential to ensure that nutrition care translates into meaningful and sustained improvements in adolescent nutrition practices.        \n\n\n\n Supervisors: \n\n\n\n1.     Dr. Kenneth Ssekatawa \n\n\n\n2.     Dr. Edward Kansiime                              \n\n\n\nYour presence and participation will be highly appreciated as we support the student in this important academic milestone.
URL:https://cees.mak.ac.ug/event/phd-public-defense-by-mr-joshua-ssemakula/
LOCATION:School of Education Smart Room\, College of Education and External  Studies\, Makerere University
CATEGORIES:CEES Events
ATTACH;FMTTYPE=image/jpeg:https://cees.mak.ac.ug/wp-content/uploads/2025/12/Joshua_Ssemakula.jpg
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