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X-WR-CALDESC:Events for CEES | Makerere Univsity
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DTSTART;TZID=UTC:20251223T090000
DTEND;TZID=UTC:20251223T120000
DTSTAMP:20260407T101211
CREATED:20251219T114436Z
LAST-MODIFIED:20251219T114828Z
UID:70769-1766480400-1766491200@cees.mak.ac.ug
SUMMARY:PhD Public Defense by Mr. Celester Ssali
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. Celester Ssali \n\n\n\nTitle of Thesis:  \n\n\n\nInterventions of Problem-Based learning to improve the teaching and students’ learning of Mathematics in selected secondary Schools in Uganda \n\n\n\nDate:  Tuesday 23rd  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\nThis study explored Interventions of problem-based learning to improve the teaching and students’ learning of mathematics in selected secondary schools in Uganda. This study employed an intervention aimed at equipping teachers with the necessary skills to facilitate effective PBL practices and using it to teach difficult concepts in mathematics\, such as algebraic concepts. The study was guided by the following objectives: To establish the areas of difficulty in algebraic concepts through the implementation of PBL in the lower secondary mathematics curriculum. To expose and establish how intensive PBL interventional training on teachers impacts the teaching and students’ learning of mathematics in secondary schools. To describe the challenges encountered in implementing PBL practices in the teaching and students’ learning of mathematics in the lower secondary school. A mixed-method approach was employed for data collection. The study participants included two control group mathematics teachers and fifteen mathematics teachers who voluntarily participated in an intensive PBL training. However\, after the training\, two mathematics teachers who completed one week of an intensive capacity-building workshop on implementing PBL participated in classroom observational practices as the study for the experimental group. A total of 305 students from four schools in Mityana District in Uganda participated in the quasi-experiment\, with 150 and 155 students assigned to the experimental and control groups\, respectively. The data collection tools were students’ achievement tests\, questionnaires\, observations\, and teachers’ interviews. The data were analysed using SPSS\, ANOVA\, and an independent t-test\, and coded thematically using MAXQDA software. The findings from descriptive and inferential statistics showed that teachers’ training had a positive impact on: teachers’ instruction practices regarding PBL tasks through the use of the PBL problem formulation model and students’ problem-solving competencies; monitoring of students’ collaboration and problem-solving practices in PBL lessons. The study recommended that the Ministry of Education and Sports should encourage active monitoring of student collaboration and strengthen teacher capacity in designing PBL-aligned tasks. To schools\, institutionalizing PBL through policy and leadership support\, such as providing sufficient time for students’ activities during PBL sessions. \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.     DR. HENRY AMPEIRE KARIISA \n\n\n\n4.     PROF. JOHN MANGO MAGERO \n\n\n\n5.     DR. GODFREY MAYENDE                                 \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-celester-ssali/
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/Celester_Ssali.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20260205T090000
DTEND;TZID=UTC:20260205T120000
DTSTAMP:20260407T101211
CREATED:20260130T045646Z
LAST-MODIFIED:20260130T050621Z
UID:70817-1770282000-1770292800@cees.mak.ac.ug
SUMMARY:PhD Public Defense for Mr. Erisa Walubo
DESCRIPTION:INVITATION: \n\n\n\nThe Dean\, School of Education under the College of Education and External Studies (CEES)\, cordially invites you to the PhD Public Defense of the following candidate: \n\n\n\nName of the Candidate: Mr. Erisa Walubo \n\n\n\nTitle of Thesis:  \n\n\n\nDecolonizing Ugandan Primary Musical Arts Teacher Education through Exploring the Indigenous Amayebe Musical Practices \n\n\n\nDate:  Thursday 5th  Februrary  2026. \n\n\n\nTime: 9:00am – 12:00pm \n\n\n\nVenue:  \n\n\n\nAVU Conference Room\, College of Education and External  Studies\, Makerere University \n\n\n\nABSTRACT \n\n\n\nThis study examines Indigenous Knowledge Systems (IKS) and transmission processes within the Amayebe musical tradition of the Basoga in eastern Uganda\, with the aim of contributing to the decolonization of Uganda’s Primary Musical Arts Teacher Education (PMTE) programme. While precolonial Ugandan education was grounded in community-based Indigenous knowledge\, colonial and postcolonial education systems marginalized Indigenous epistemologies\, leading to the decline and under-documentation of traditions such as Amayebe. \n\n\n\nGuided by Decolonial Theory\, the study adopts an interpretivist\, ethnographic approach involving semi-structured interviews with five (05) master musicians\, focus group discussions with nineteen (19) apprentices\, and participant observation\, complemented by audio-visual documentation and field notes. Inductive thematic analysis revealed that Amayebe plays vital cultural roles in royal ceremonies\, funerals\, and communal gatherings\, serving functions of identity preservation\, historical narration\, moral education\, and social critique. The tradition transmits musical competencies including performance\, composition\, improvisation\, dance\, and instrument-making as well as transferable values such as humanistic conduct\, self-reflection\, and self-confidence. \n\n\n\nDrawing on these findings\, the study proposes the Practitioner-Pedagogue-Andragogue (2PA) model\, which integrates Indigenous and global perspectives to support culturally responsive\, holistic\, and reflective music teacher education. The study advocates for the systematic integration of IKS into PMTE through collaboration with Indigenous culture bearers. \n\n\n\nSupervisors: \n\n\n\n\nDr. Ssegantebuka Julius\n\n\n\nDr. Ssekalegga Lawrence Branco\n\n\n\nProf. David Gabriel Hebert\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-for-mr-erisa-walubo/
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/2026/01/Erisa_2026.jpg
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