Faculty of Science and Education

Techniques Used by teachers in teaching literacy and numeracy in selected primary schools in Kongwa district, Tanzania

2024-08-28T07:40:41Z

Techniques Used by teachers in teaching literacy and numeracy in selected primary schools in Kongwa district, Tanzania Masenje, Zilpa Graceford; Muweesi, Charles; Ochieng, Mary Kagoire; Namagero, Tendo Shira; Musinguzi, Faith Mbabazi The study investigated techniques used by teachers in the teaching of literacy and numeracy in selected Primary Schools in Kongwa District. It examined the factors that contribute to pupils’ inadequate literacy and numeracy skills. A cross-sectional survey research design, with a sample size (N=95) was used. Simple Random Sampling and Census Inquiry techniques were adopted. Quantitative data were analyzed using SPSS and the Qualitative data were analyzed using the verbatim method. The study findings suggested that there were literacy and numeracy issues in these particular Primary Schools since most of the Teachers lacked the skills needed to impart these abilities the majority of the Teachers never used the brainstorming technique, and others never used cooperative learning to teach literacy and numeracy. Likewise, few of these teachers’ use playing games as a technique for teaching literacy and numeracy. The study concluded that the majority of the teachers never used brainstorming, cooperative learning, and the use of play games as techniques to deliver lessons to learners. The study recommends retraining Teachers, employing teachers who have qualifications and cooperative teaching. Keywords: Teaching, Quality teaching, Literacy and numeracy Journal article

Gender bias in educational material and teaching practices in schools:

2024-08-28T12:52:26Z

Gender bias in educational material and teaching practices in schools: Muweesi, Charles; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Kabasiita, Jessica; Mirembe, Rose Namaganda This study investigated gender bias in educational materials and teaching practices in a case study of public secondary schools in the Iganga district and objectively focused on; examining the indicators of gender bias in the preparation of educational materials and content delivery, identifying factors contributing to gender bias in educational programs, and examining the functional attempts made to eliminate gender bias to enhance teaching practices. Qualitative Oral-narrative results from teachers were obtained and reported in story form, while results from headteachers were obtained and reported verbatim. Findings indicated that there were several indicators of gender bias in the public secondary schools in Iganga District. This was reflected in leadership, where female headteachers were scarce, with only two schools having female principals. Besides, the internal administrative responsibilities were biased against females, as heads of disciplinary committees were predominantly male teachers, as were directors of studies and other positions. The causes for these, as per the findings, were: the perception that some jobs were best performed and suited for females; the flexibility aspect, as men were found to be so tough and rigid; and the favouritism aspect. Functional mechanisms for reducing gender biases in public secondary schools included, among other things, posting anti-gender bias messages on classroom and office walls, balancing responsibilities, and suggestion boxes. Conclusively, in almost all public secondary schools in Iganga District, there is no female head of the disciplinary committee an indicator of gender bias in the assignment of disciplinary committee responsibilities. Many female teachers are denied certain responsibilities because they are either married or unable to attend to their responsibilities at certain times of the day. The major recommendation is that every teacher should be required to ensure that gender-sensitive messages are disseminated and posted on walls and in appropriate places. Keywords: Educational Materials, Iganga District, Gender Bias, content delivery, public secondary schools Journal article

Identification of career needs and dual career development among students in secondary schools in Uganda

2024-08-28T13:07:30Z

Identification of career needs and dual career development among students in secondary schools in Uganda Yapsoyekwo, Justine; Muweesi, Charles; Nassaka, Olivia Banja; Kagoire, Mary Ochieng; Mugenyi, Disan Kuteesa; Nambale, Moses Geoffrey; Musinguzi, Faith Mbabazi The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, headteachers and deputy headteachers. Data was collected using a self-administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 =.297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available. Keywords: Identification of Career Needs, Dual Career Development, Students, Sebei Sub-Region, Uganda. Journal article

Education as a necessity of life:

2024-08-28T13:23:37Z

Education as a necessity of life: Muweesi, Charles; Namukose, Sarah; Muwagga, Mugagga Anthony Every country desires and aspires for an education system that caters for learners’ physiological needs, belonging, love, self-esteem, security and self-actualisation at the top, which are rarely provided by a few countries. With a review focus on the Ugandan education system, several challenges related to the education borrowing suggestions as proposed by John Dewey have been attributed to creating an environment that has seen most graduates ending up unemployed, and with leadership challenges, inadequate funding, poor teacher perception, low research and innovations in higher institutions of learning, less involvement of the informal sector in development, low literacy levels, political interference among others. Thus this exploratory analytical-qualitative review focuses on John Dewey's teachings in his book Education and Democracy—specifically chapter 1,‘Education as Necessity for Life’—with attention on how education as an engine that empowers life, ensures independence through self-reliance, sustenance, freedom, and is syndrome-free to enhance appreciation of the contemporary trends in education—critical aspects that are extremely lacking within the current Ugandan education system and can impact on the future of education to the future of education as recommended in National Development Plan III (NDP III). Thus the review recommends that while reflecting on the state of the Ugandan education system, there is a need to revitalise the research and innovations in higher institutions, especially catering for an integral-education system with a focus on science, technology, engineering and mathematics (STEM) from primary school to university, involvement of the informal sector through skills education as proposed by the Ugandan Vision 2040 and NDP III, as well as addressing low literacy levels and providing adequate teaching and learning through quality and balanced funding from all relevant government agencies and development partners. KEYWORDS: Education philosophy, International and comparative education, Education policy Review article