CEES | Makerere Univsity

PHD Defence : Mr. Muteesasira Christopher
2024-07-05 08:00 - 17:00 UTC | Room 126 Curriculum Building (East African School for Higher Education Studies and Development)., Wandegeya, Kampala, Uganda
The Dean, East African School for Higher Education Studies and Development, College of Education and External Studies (CEES), invites you to the public PhD defence of the following candidate.

Name: Muteesasira Christopher

Thesis Title: Predicting Research Productivity of Academic Staff with PhDs in Universities in Uganda Using Bean’s Model

Date and Time: Wednesday 3rd July, 2024 at 9:00 AM EAT.

FILE ATTACHMENT

PhD Abstract (7.56 KB)

Call for Papers: Makerere University Journal of Research and Innovations in TeacherEducation (RITE)
2024-04-30 08:00 - 17:00
Makerere University Journal of Research and Innovations in Teacher Education (RITE) isnow accepting submissions for its special issue to be published in August 2024. RITE Journalcovers a wide range of topics within teacher education, including but not limited to:

Innovative pedagogies in Pre-primary, Primary, Secondary, Tertiary, and UniversityTeacher Education

Studies on Emerging Technologies in Education (ETs).

Capacity building and Continuous Professional Development (CPDs) for teachers andteacher educators

Education Policy ReviewsJournal Information:

Publication Model: RITE Journal is published both in print and online versions.

Publishing Formats: Accepted formats include PDF, EPUB, and HTML.

Publication Frequency: Bi-annually.

Peer Review Model: Double-Blind Review.

Indexed in: Google Scholar, Web of Science, and ERIC.

Author Information:For submission guidelines, please visit the Author Information page:https://rite.mak.ac.ug/for-authorsJournal Statistics:Acceptance Rate: The average first decision on papers is in 15 days, and the average finaldecision on peer-reviewed papers is in 45 days.Sponsors and Affiliated Institutions:The RITE Journal’s scholarship is supported by funding from:

Makerere University Research and Innovations Fund (MakRIF).

Government of Uganda.

Makerere University Institute of Teacher Education and Research (MITER), Collegeof Education and External Studies, Kampala, Uganda.

For submission of articles and more details about the journal, please visit the submissionportal: https://rite.mak.ac.ug.Contact Information:Publisher: Makerere University Institute of Teacher Education and Research (MITER).E-mail: rite@mak.ac.ugAlt e-mail: miter@mak.ac.ugDeadline for Submissions:Please submit your articles by 30th April to be considered for the special issue in August2024

PHD DEFENSE : Safina Galenda
2024-04-23 10:00 - 17:00
Experiences of female scientists in research networks in STEM fields in public universities in Uganda

Safina Galenda

2018/HD04/866U

Abstract

Research networks are inevitable for female scientists in STEM fields where research is carried out in teams in higher education. It was on this basis that this study explored the experiences of female scientists in research networks in STEM fields in public universities in Uganda. This study was guided by three objectives: (1) To explore the experiences of female scientists in research networks in STEM fields in public universities in Uganda. (2) To explore how female scientists were uplifted by research networks in STEM fields in public universities in Uganda and (3) To explore how female scientists accessed resources in research networks in STEM fields in public universities in Uganda. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive world view. Eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed and they were selected from the hard applied and hard pure disciplines as classified in Becher and Biglan’s typology of academic disciplines. Using thematic analysis, four themes such as research collaboration activities, capacity development and positive and negative experiences emerged in this study. This study concludes that those female scientists in research networks had positive and negative experiences such as funding, networking, research skills, career growth, conferences, mentoring, and hectic schedules. This study concludes that research networks are uplifting those female scientists in STEM fields in public universities in Uganda because they were internationally exposed, networked, funded, research skills were strengthened, and progressed in career. This study concludes that it was important for those female scientists to access physical and human resource in their research networks as this increased their research performance and outputs in STEM fields in public universities in Uganda. Those female scientists accessed resources through their institutional account, networks, infrastructure, capacity building, mentorship, and research competencies from research networks in STEM fields in public universities in Uganda. This study therefore recommends to management of public universities in Uganda to establish formal research networks and strengthen the existing informal research networks. To uplift female scientists in research networks in STEM fields in public universities in Uganda, this study recommends to those female scientists in the research networks and senior colleagues to act as ambassadors and mentors to those young female scientists in STEM fields. Finally, this study recommends to Management of public universities in Uganda to establish a Research and Grants Office for STEM fields in Uganda and equip it with skilled human resource to drive the administrative research agenda of their fields in their different Colleges and Faculties.

PHD DEFENSE : MR. Waiswa Patrick,
2024-04-05 10:00 - 17:00 | Room 126 Curriculum Building (East African School for Higher Education Studies and Development).
Continuous Professional Development and Performance of Academic Staff in Sokoto State University, Nigeria

By

Aminu Malami Sifawa

2018/HD04/3869X

Supervisor

Dr. David Onen

Abstract

This study explored the effect of Continued Professional Development (CPD) on the job performance of academic staff at Sokoto State University in North-West Nigeria, focusing on teaching, research, and community service. Employing a positivist research paradigm and a predictive cross-sectional survey design, data were gathered from 216 academic staff members through a structured questionnaire survey. The study’s findings reveal a significant and positive relationship between CPD and teaching performance, indicating that investing in CPD programs can enhance teaching effectiveness among academic staff. However, CPD’s effect on research performance is modest and statistically insignificant, suggesting that it may have limited effects on research outcomes. On the other hand, CPD significantly enhances community service performance, implying that academic institutions should promote CPD initiatives to increase staff engagement in community service activities. Based on these conclusions, recommendations include prioritizing and investing in CPD programs tailored to teaching enhancement, customizing CPD to address research-related skills, and fostering a culture of community engagement through CPD initiatives to ensure academic staff’s active involvement in socially impactful work.

PHD DEFENSE : Mr. Aminu Malami Sifawa
2024-04-02 10:30 - 17:00 | Room 126 Curriculum Building (East African School for Higher Education Studies and Development).
Effectiveness of Use of Makerere University E-Learning Environment (MUELE) in the Lens of DeLone and McLean’s Model

Patrick Waiswa

Supervisors: Prof. Fred E K Bakkabulindi and Dr. David Kabugo

Abstract

The global trend of embracing electronic learning (e-learning) platforms in higher education raises a crucial need to have evidence of achieving their goals. In other words, are higher learning institutions getting the benefits of investing in e-learning platforms? Hence, a study on effectiveness of use of Makerere University E-Learning Environment (MUELE) was conducted. The study was guided by the DeLone and McLean’s (2003) information systems success model which suggests six dimensions of effectiveness of use of an information system. In the case of MUELE, these six dimensions were, namely, net benefits of use of MUELE, use of MUELE, user satisfaction with MUELE, quality of information generated by MUELE, quality of performance of MUELE and quality of technical support received by a user of MUELE. These dimensions were interrelated, hence, providing five hypotheses (H1 – H5) that were tested. The study used a mixed method approach of research but was predominantly quantitative. A self-administered questionnaire was used to collect quantitative data from a total of 492 undergraduate students from four colleges in Makerere University while interview guides were used to collect qualitative data from seven participants of different categories. Descriptive analysis was used to assess the effectiveness of use of MUELE and linear regression was used to test the hypotheses. Findings indicated an average overall mean for each of the six constructs of the effectiveness of use of MUELE. In addition, all the hypotheses were supported. This study made a theoretical contribution by operationalizing the dimensions of effectiveness of use of MUELE and, hence, developing a tool for its measurement. This study further tested and enhanced the applicability of the DeLone and McLean’s (2003) system success model in the evaluation of effectiveness of e-learning findings of which shall be used by other researchers in future studies. As a policy contribution, findings from the study shall provide guidance in the review of policy documents at national and institutional levels which provide for the use of ICT in the teaching and learning.

Key words/Phrases: DeLone and McLean, effectiveness, e-learning, information systems success, MUELE, teaching and learning.

PhD Defense : Ms Winifred Namuwonge
2024-03-27 08:00 - 17:00 | Room 126 Curriculum Building (East African School for Higher Education Studies and Development)
An Interpretive Study on Experiences and Support Services for International Graduate Students at Makerere University

Abstract

The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is need to increase the numbers of international graduate students as this would help Makerere University to realize her vision. This study therefore explored international graduate students’ experiences and how they are supported at Makerere University. It was guided by two objectives: (1) To explore experiences of international graduate students at Makerere university. (2) To explore how international graduate students are supported at Makerere University. This study was based on the interpretive world view, subscribing to the transcendental phenomenology of Edmund Husserls which states that those who have experienced a phenomenon can give meaning to it. Eight international graduate students at Makerere University were interviewed and they were selected from different academic disciplines which were categorised according to Becher and Biglan’s classification of academic disciplines. Data analysis followed thematic analysis whereby three themes including non-academic experiences, academic experience and support emerged as experiences and support that was provided to international graduate students at Makerere University. It was therefore concluded that those international graduate students had non-academic and academic experiences which were both positive and negative at Makerere University. It was also concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management should provide more resources that is financial, human, and physical to the International Office to deal with some possible negative experiences that international graduate students are facing at the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office needs to work very closely with the Deans of Schools in the different Colleges of Makerere University as this will improve their academic experiences and ultimately their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University

Winifred Namuwonge

2019/HD04/21390U

M.A(PAM), PGDE, BA (Arts) Makerere University

Supervisor: Dr Florence Nakamanya

PhD Defense : Ahmed Katalemwa
2024-01-08 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
Title: Application of the Contingency Approach in Supervision of PhD Students at Makerere University
Supervisee: Ahmed Katalemwa
Supervisor: Associate Professor Ssempebwa Jude (PhD)
Abstract
Supervision is one of the major avenues for sustaining students’ satisfaction with the PhD programme. Since effective supervision relies heavily on the nature of the relationship between the student and the supervisor, supervisory style is also a critical element in the supervisory relationship. In view of this, I explored the fit between the supervisory styles used by supervisors of PhD students and the styles preferred by their supervisees at Makerere University. Reports of slow completion and high attrition of PhD students at Makerere University triggered my interest. I was guided by Gale et. al’s Framework Method of data analysis. I adopted a qualitative, multiple case study design fixed in the interpretivist paradigm. I purposively selected 39 doctoral supervisors and 43 doctoral students, from whom I collected data using semi-structured interviews. I triangulated data sources with field notes. I analyzed data using thematic discourse analysis. The findings were that most supervisors at the university apply the contractual style of supervision, whereby they share supervisory functions with the supervisees as the latter have a greater say in decision making. Most supervisees also preferred the contractual style of supervision because it provides conducive interpersonal proximity with the supervisor. Therefore it was concluded that, on the whole, there is a fit between supervision styles applied by supervisors and supervision styles preferred by PhD students at Makerere University. For some students, however, there was a misfit; whereas most supervisors expect students to be the ‘drivers’ of their research projects many of the latter expected to be ‘pushed’ by their supervisors. It was also discovered that inspite of supervisors’ preference for a particular supervisory style, they endeavor to adjust supervision to students’ needs and stages of the PhD project. Hence the conclusion that the supervision follows a contingency approach. Accordingly delayed completion and attrition is attributable to factors other than supervision styles/ approaches. Research into these factors is recommended.

PhD Defense : Ms Annet Mbabazi
2023-12-21 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate
Name: Ms Annet Mbabazi
Thesis Title: “Work Place Environment and the Well-being of Academic Staff at Makerere University”
Date and Time: Thursday 21st December at 10 am
Venue: Room 126 Curriculum Building (East African School for Higher Education Studies and Development), College of Education and External Studies (CEES), Makerere University.
Supervisors:

Dr. Tom Balojja
Dr. Nakimuli Amina (NCHE)

FILE ATTACHMENT
Click to download abstract

PhD Defence: Ms. Namulondo Veronica
2023-12-11 10:00 - 17:00
The Dean, School of Education, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate

Name: Ms. Namulondo Veronica

Thesis Title: “Exploring Strategies for Facilitating Continuity of Learning in Pandemic: A Case Study of COVID-19 in Secondary Schools in Uganda.”

Date and Time: Monday 11th December, 2023 starting 10:00 AM EAT.
Venue: Room 126, Curriculum Building, College of Education and External Studies (CEES), Makerere University.
Supervisors:

Dr. Najjuma Rovincer
Dr. Walimbwa Michael

FILE ATTACHMENT

PhD Abstract (107.5 KB)

PhD Defence: Ms. Nakitto Jeniffer Milly
2023-12-08 10:00
The Dean, School of Education, College of Education and External Studies (CEES) invites you to the PhD Defense of the following Candidate
Name: Ms. Nakitto Jeniffer Milly
Thesis Title: “Exploring the Integration of Career Guidance in the teaching and learning of History: A case of Selected Secondary Schools in Wakiso District.”
Date and Time: Wednesday 13th December, 2023 starting 10:00 AM EAT.

Venue : Room 126, Curriculum Building, College of Education and External Studies (CEES), Makerere University

Supervisors:

Dr. Dorothy Sebbowa
Dr. Tebenkana Timothy

FILE ATTACHMENT

PhD Abstract (369.64 KB)

PhD Defence: Mr. Mugabo Augustine
2023-12-06 08:00 - 17:00
VENUE : Room 126, Curriculum Building, College of Education and External Studies (CEES), Makerere University.
NAME OF CANDIDATE: Mugabo Augustine (2019/HD04/31026U)
TITLE: Student Support Services Management in Masaka City Universal Secondary Education Schools: Implications for Student Retention.
SUPERVISORS: 1. Dr. Ssenkusu Peter

Dr. Victoria Kaggwa Rosette

Abstract
The purpose of this multiple case study was to analyze the way Masaka City USE schools manage Students’ Support Services (SSS) and its implications for student retention. The study was guided by four objectives where first three objectives were to examine the way USE schools manage the guidance and counselling; the co-curricular; and the school feeding services; while the fourth objective was to determine the implication of the way the three SSS are managed for student retention. Management of SSS was benchmarked by Max Weber’s theory of bureaucracy, while student retention was benchmarked by Tinto’s model of student departure. A qualitative approach was adopted, and the pragmatism paradigm provided a basis for the study. The study was conducted in three USE schools in Masaka City, and the respondents included, head teachers, teachers, heads of non-academic Departments, students and dropouts. Data was collected using Key Informant Interviews (KIIs), Nine Focus Group Discussions (FGDs), and Non- obtrusive observation. All respondents were purposively selected. Findings revealed that against all odds, the three schools try their best to provide guidance and counselling, co-curricular, and school feeding services to students. It was also revealed that management of guidance & counselling, co-curricular, and school feeding at the three USE schools was at the bare minimum due to a number of barriers that inhibit effective provision of the three support services. The key barriers identified were structural and logistical in nature. The structural barriers gravitated around the bureaucratic management of the three services that leads to a one size fits all approach to service provision. The logistical barriers were inadequate human, financial, infrastructure and time resources suffered by the three schools. It was also established that the way the three USE schools manage the three support services has far reaching implications for student retention. In keeping with Tinto’s model of student departure, students who are able to cope with the basic provision of the three support services stay in school, while those who cannot cope leave and join other schools or dropout of school completely. The study concluded that the way the three USE schools manage guidance & counselling, co-curricular, and school feeding services leaves a lot to be desired, given the entering behavior of the students that patronize the schools. Secondly, the way the three services are managed largely undermine student retention in the three schools. The study recommends that management at the three USE schools should rethink the one size fits all approach to the provision of student support services and adopt a more customized approach. Secondly, management at the three schools needs to devise innovative ways of mobilizing resources needed to support the provision of adequate services by diversifying their sources of revenue, sensitization of key stakeholders, involving students more in the management of these services, and building capacity to enable staff to provide services more effectively and efficiently.

Digital Pedagogy and Artificial Intelligence in the classroom
2023-10-16 - 2023-10-20

PhD Candidate due for viva defense
2023-10-02 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
Monday 2nd October at 10 am in Room 126 Curriculum Building (East African School for Higher Education Studies and Development)
Candidate for the Degree of Doctor of Philosophy in Educational Management of Makerere University
Thesis Title: Predictors of student engagement in the online component of Blended distance learning programs at Makerere University
Name of Candidate: Tumwesigye Tibs Jimmy
Reg. No.: 2015/HD04/1737U
Supervisors:
1. Assoc. Prof. Paul Muyinda Birevu
2. Prof. Anthony Muwagga Muggaga
Abstract
Student engagement is an antecedent of a successful learning process and educational outcomes. Student engagement enhances student learning motivation, reduces the sense of isolation and dropout rates, and enhances student cognitive development. This study investigated the predictors of student engagement in the online component of blended distance learning programs at Makerere University. The study particularly investigated whether teaching presence, social presence, and cognitive presence significantly predicted student engagement. The study was prompted by raising worries about the low levels of student engagement especially in the online component of blended distance learning programs in higher education institutions (HEIs) and Makerere University in particular, which is a threat to students’ attainment of educational outcomes. The study was underpinned by the Community of Inquiry theoretical framework and used the positivist paradigm with survey-based predictive correlational and cross-sectional research designs. Data were collected using a Self-administered Questionnaire (SAQ) from 283 students drawn from the College of Education and External Studies (CEES) and the College of Health Sciences (CHS) and analysis was done using both descriptive and inferential statistics with the help of the Statistical Package for Social Scientists (SPSS). Multiple regression analysis revealed that jointly; teaching presence, social presence, and cognitive presence were significant predictors of student engagement in the online component of blended distance learning programs at Makerere University (F=213.885, = .000, p<0.05). The three variables collectively explained 69.4% of the variance in student engagement. Social presence was observed to have the strongest predictive effect on student engagement (β = .382, sig. .000), followed by the cognitive presence (β = .288, sig. .000), and teaching presence (β = .228, sig. .000). The study concluded that teaching presence, social presence, and cognitive presence together influence student engagement in the online component of blended distance learning programs at Makerere University. The study recommends that online course instructors need to promote strategies focused on motivating group unity amongst learners through ensuring meaningful social interactions and group cohesion; implement online course activities that stimulate deep thinking and reflection in learning among students to achieve high levels of knowledge construction; design course activities that stimulate teaching presence through ensuring a simple and consistent course design that is easily accessed by students, a detailed syllabus with clear expectations and assignment guidelines, appropriate rubric, timelines and rules of engagement, provide orientation to learners, feedback and learner support.
Keywords:
Community of Inquiry, Teaching presence, Social Presence, Cognitive presence, Behavioral engagement, emotional engagement, Cognitive engagement.

ChatGPT and Its Implications on Teaching and Learning
2023-07-31 14:00 - 17:00 | Online Event

Omissions in Sloane's Jamaican collections: African slave trade and modern slavery building shared futures
2023-07-28 14:30 - 17:00 | Online Event

The Distance Education and Teacher Training In Africa (DETA) Conference
2023-07-24 08:00 - 2023-07-27 17:00 | Yusuf Lule Central Teaching Facility Auditorium, Makerere University
The College of Education and External Studies invites you to the Distance Education and Teacher Training In Africa (DETA) Conference organized in collaboration with the University of Pretoria.
This international Conference will take place on Monday July 24th to July 27th in the Yusuf Lule Central Teaching Facility Auditorium. The opening Ceremony will be held on July 24th at 2pm.
You are all invited to the opening ceremony.

Bi-Annual National Science Workshop
2023-05-12 08:00 - 2023-05-20 17:00 | School of Education Main Block, Lecturer Room 4, School of Education main Block, Wandegeya, Uganda
Download Letter here :NATIONAL SCIENCE WORKSHOP

PhD Public Defense of Sr. Bernadette Lutaaya
2023-01-24 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD defence for Sr. Bernadette Lutaaya, scheduled to take place in Curriculum Building – Room 126 on Tuesday, 24th January 2023, starting at 10:00 AM. I’ve attached hereon the student’s abstract.

Supervisors:
Assoc.Prof. Ronald Bisaso
Dr: Florence Nakamanya

Download Abstract: Click here

PhD Public defense of Lukwago Rashid
2023-01-23 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD Public defense of Lukwago Rashid scheduled for Monday, 23 January 2023, in Curriculum Building Room 126, starting at 10 AM.

PhD Public Defense of Mr Enock Kibuuka
2023-01-17 10:00 - 17:00 | East African School of Higher Education Studies and Development, Curriculum Building, Kampala, Wandegeya, Uganda
The Dean, East African School of Higher Education Studies and Development, invites you to the PhD Public Defense of Mr Enock Kibuuka, scheduled to take place on Tuesday, 17th January 2023, in the Curriculum Building starting at 10 AM.
Supervisors: Associate Professor Joseph Kimoga
Associate Professor Ronald Bisaso
Opponent: Larazus Nabaho
The abstract is herein attached. Click here

Mr. Opul Joseph's thesis defense
2023-01-12 11:00 - 17:00 | School of Education Main Block, Lecturer Room 4, School of Education main Block, Wandegeya, Uganda
ABSTRACT
Title: Contribution of Education to Building Resilience of Regugee Learners: A case of Primary Schools in Nakivale Settlement, Isingiro District, Western Uganda
Education contributes to resilience of refugee learners as emphasized by Uganda Education Refugee Response Plan (2018). However, current education provided to refugee learners appears inadequately contributing to resilience Nanyunja et al (2021).This is evidenced by 90% of refugee learners dropping out of school (UNHCR Reports, 2016,2019 and 2020).
The purpose of this study was to improve on the contribution of education to building resilience of refugee learners by focusing on primary schools in Nakivale settlement, Isingiro District in Western Uganda. The study was guided by three specific objectives: To assess the contribution of the curriculum to building resilience of refugee learners; To examine the role of teachers in building resilience of refugee learners and; To examine the role of the school leadership in building resilience of refugee learners. The study adopted a single case study design and used a qualitative approach to collect data from thirty-five purposively sampled participants (refugee learners, teachers, head teachers, School Management Committees, Parents Teachers Associations, the District Education Officer and development partners) in three primary schools of Kashojwa, Nyarugugu and Nakivale in Nakivale refugee settlement, Isingiro District – Western Uganda.
Findings of the study revealed that the curriculum was not adequately contributing to the resilience of refugee learners since its objectives not well defined, content was inappropriate, and evaluation was ineffective; furthermore, the study findings revealed that the teachers did not adequately contribute to the resilience of refugee learners as they largely focused on teaching for grades, made limited efforts in creative arts/extracurricular activities and psycho-social support; and lastly it was revealed that that the role of the school leadership was ineffective as none of the schools made policy towards learners’ progress, prepared school improvement plans (SIPs), 5 year strategic plans and all only scantly monitored the school operations. It was therefore concluded that if the curriculum objectives are well defined, its content responsive to the needs of refugee learners and effective curriculum evaluation, its contribution to the resilience of refugee learners will be higher; if teachers focus on creative arts /extracurricular activities and psycho-social support, resilience of refugee learners will largely improve and; as long as the school leadership plays its policy roles, develop SIPs, and provide oversight role, resilience of refugee learners will be built. Given the above conclusions, the researcher recommended that the Ministry of Education and Sports should spearhead the development of a Significant Blended Curriculum that will provide significant education for refugee learners to build resilience; a teacher-management framework be designed by the MoES to enhance teachers’ roles in the building of resilience of refugee learners; and the MoES should develop an integrated refugee school leadership framework that will promote and ensure cohesion and collaboration between the three structures of PTA, SMC and school administration. A conceptual model for building resilience of primary school refugee learners was developed by the researcher based on this study’s findings.
Supervisors:
Dr. Nicholas Itaaga
Dr. Wycliffe Scot Wafula

PhD defence by Luyima Jimmy
2022-12-16 10:00 - 17:00 | School of Education Main Block, Lecturer Room 4, School of Education main Block, Wandegeya, Uganda
MOBILE PHONE APPS SUPPORTED INSTRUCTIONAL RESOURCES AND LEARNING OF CHEMISTRY: A CASE OF RESOURCE-CONSTRAINED PRIVATE SECONDARY SCHOOLS IN WAKISO DISTRICT-UGANDA
By: Luyima Jimmy
Supervisors:
Dr. Walimbwa Michael
Dr. Sentongo John
Abstract
This study focused on mobile phone application tools (Apps) and learning of chemistry in resource-constrained privately owned secondary schools, in Wakiso district. With a growing number of students facing the challenge of access to physical science instructional resources from their respective schools, this study attempted to explore one of the possible alternatives to address the challenge, by particularly investigating the effect of integrating WhatsApp-supported chemistry instructional resources in out-of-classroom teaching and learning.
Informed by the social learning theory and the community of inquiry model, and using lenses of the pragmatic philosophical orientation, this study adopted a mixed methods approach, taking on a quasi-experimental pretest-posttest nonequivalent group design. Solomon’s four-group design was particularly employed because of its high internal and external reliability and validity. Quantitative data was collected using a SAQ and a chemistry process skills test on a sample of 240 students from four different schools. The data were analyzed using the independent and paired samples t-test, to establish whether there was a statistically significant difference between the experimental and control groups. Qualitative data was collected using an interview and observation guide, from 12 students and four teachers, which was analyzed thematically. This was used to supplement the quantitative findings.
The study findings revealed that the integration of the WhatsApp-supported chemistry instructional resources in form of videos, photos, audio, and text outside the classroom setting improved the teacher-student interactions outside the classroom, the students’ chemistry process skills and attitude towards chemistry, and students were positive about using mobile phones for learning. Based on these findings, it was concluded that the integration of WhatsApp-supported chemistry instructional resources in out-of-classroom setting improves learning, as well as students’ willingness to use mobile phones for learning in resource-constrained schools. The study recommends that the different education stakeholders at different levels of education need embrace the use of mobile phones to support teaching and learning, particularly in science instructional resource-constrained schools. Therefore, the policy implication for this study points to the need by the Government to expedite the formulation of a policy on using the various ICTs, such as mobile phones for teaching and learning in schools.

Launching the school of Education scholarship Programme for Refugees, Asylum Seekers and Vulnerable female students
2022-12-01 10:00 - 17:00 | Frank Kalimuzo Central Teaching Facility (CTF 1), Makerere University, Wandegeya, Uganda
The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.

Launching the school of Education scholarship Programme for Refugees, Asylum Seekers and Vulnerable female students
2022-12-01 10:00 - 17:00 | Frank Kalimuzo Central Teaching Facility (CTF 1), Makerere University, Wandegeya, Uganda
The college is set to sign an MOU with the Jesuit Refugee Services. The MOU will see the actualization of a scholarship program for refugee students and vulnerable female students.f

Prof. Senteza Kajubi, Fulbright Memorial Lecture
2022-11-02 00:00 - 23:59 | Yusuf Lule Central Teaching Facility Auditorium, Makerere University
