Browsing by Author "Asiimwe, Joyce Ayikoru"

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    Staff Capacities for Inclusive Teaching and Learning of Students with Visual Impairment: A Case of Public Universities in Uganda
    (East African Journal of Education Studies, 2023) Sikoyo, Leah; Ezati, Betty Akullu; Nampijja, Dianah; Asiimwe, Joyce Ayikoru; Walimbwa, Michael; Okot, Daniel
    Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs
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    Strategies Employed by Teachers in Forming Groups to Facilitate Group Learning in Selected Primary Schools in Uganda
    (East African Journal of Education Studies, 2025) Geria, Gloria; Opit, Elizabeth; Asiimwe, Joyce Ayikoru
    This study explores the strategies used by teachers to form groups that facilitate effective group learning in primary schools in Uganda, guided by Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory. A qualitative exploratory case study design was employed, utilizing interviews, focus group discussions (FGDs), lesson observations, and lesson plan analyses to gather comprehensive insights from both government-aided and private primary schools. Findings indicate that teachers predominantly employ mixed-ability, size-oriented, and random group formation strategies to enhance collaboration and accommodate diverse learner needs. However, the study identified significant gaps in teachers' skills for structuring group activities, particularly in aligning group composition with cognitive, social, and affective learning objectives. The lack of standardized guidelines and adequate training on effective group formation strategies emerged as a barrier, limiting the full potential of group learning pedagogy. The study contributes to educational pedagogy by highlighting the contextual factors influencing group formation strategies in Ugandan primary schools, revealing disparities between teacher practices and optimal group learning conditions. It emphasizes the need for targeted professional development programs to enhance teachers' competencies in group facilitation, alongside increased investment in instructional resources to support structured group activities. Recommendations include implementing comprehensive training on cooperative learning techniques, developing standardized guidelines for group formation, and promoting flexible classroom arrangements to support interactive learning. Future research should explore the long-term impacts of group formation strategies on both academic performance and social skill development, assess the effectiveness of various grouping methods across diverse educational contexts, and examine the role of cultural factors in shaping group learning dynamics. Addressing these gaps will inform evidence-based practices and policy decisions aimed at optimizing group learning pedagogy in primary education.