Browsing by Author "Balimuttajjo, Sudi"

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    Conceptual and Procedural Trajectories in Transformation Geometry: A Comparative Study of Technology-Enhanced and Conventional Van Hiele Phased Instruction
    (International Journal of Education, Technology and Science, 2025-05-01) Ndungo, Issa; Balimuttajjo, Sudi; Akugizibwe, Edwin
    This study investigates the effectiveness of Technology-Enhanced Van Hiele Phased Instruction (TVHPI) compared to Conventional Van Hiele Phased Instruction (CVHPI) in enhancing learners' conceptual understanding and procedural fluency in transformation geometry. A quasi-experimental design was employed, involving 144 secondary school learners from six schools in Uganda. Conceptual and procedural understanding was assessed from learners’ test scripts using a 5-point scale of performance, and performance across Van Hiele levels was analyzed using descriptive and inferential statistics. Results revealed that TVHPI significantly improved both conceptual understanding (t = 10.861, p = 0.00) and procedural fluency (t = 10.491, p = 0.00) compared to CVHPI. Performance across Van Hiele levels showed foundational tasks (Levels 1 and 2) were better supported by both strategies, while TVHPI showed an advantage at intermediate levels (Level 3). The study recommends integrating technology like GeoGebra into instructional practices to enhance learning outcomes. These findings emphasize the potential of technology-enhanced strategies to improve geometric reasoning and inform curriculum design.
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    Quality of Headteachers’ Supervision Practices and Teachers’ Performance in Primary Schools in Bugamba Sub-County, Rwampara District
    (East African Journal of Education Studies, 2023) Kirabo, Passy; Balimuttajjo, Sudi; Tutegyereize, Jean
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    Transformation Geometry Attitude Scale (TGAS): Development and Validation for Secondary School Learners in Uganda
    (East African Nature and Science Organization, 2025-04-11) Ndungo, Issa; Balimuttajjo, Sudi; Akugizibwe, Edwin
    Transformation geometry, a core topic in secondary school mathematics, strengthens students' spatial reasoning and problem-solving skills. Students’ attitudes toward transformation geometry significantly influence their engagement, motivation, and achievement in mathematics. However, existing attitude scales either focus on general mathematics/geometry, are designed for other educational levels or were developed outside Uganda, limiting their contextual relevance. This study aimed to develop and validate the Transformation Geometry Attitude Scale (TGAS) for assessing Ugandan secondary school learners' attitudes. The scale was developed through expert consultations and piloted among 132 secondary students. Validation involved Exploratory Factor Analysis (EFA) and reliability testing. The initial 36-item scale (α = 0.85) was refined to 22 items across three dimensions: Interest & Confidence (α = 0.80), Engagement & Metacognition (α = 0.77), and Relevance & Applications (α = 0.85). The validated TGAS provides a reliable tool for evaluating students’ attitudes and informing instructional strategies in transformation geometry. Future research should apply Confirmatory Factor Analysis (CFA) across diverse educational settings to further validate its structure
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    Use of Educational Facilities and Quality of Teaching in Selected Primary Schools in Buhweju District
    (East African Journal of Education Studies, 2022) Tukundane, Eugene; Balimuttajjo, Sudi; Tutegyereize, Jean
    The study assessed the relationship between the use of educational facilities and the quality of teaching in primary schools in the Buhweju District. It was guided by the following objectives; to establish the availability of educational facilities in primary schools, to find out the level of use of educational facilities, to examine the quality of teaching in primary schools and to assess the relationship between the use of educational facilities and the quality of teaching. The study was carried out using a cross-sectional survey design. The targeted population for this study included head teachers, chairmen, School Management Committee, and teachers. The study involved both qualitative and quantitative approaches. The study findings showed that the level of use of educational facilities was good (agree), with an overall mean score of 3.76. The study findings revealed that the quality of teaching was good (often) with a (mean score of 3.77). The study findings showed that there is a statistically significant relationship between the use of educational facilities and the quality of teaching r = 0.177 at P value = 0.019 < 0.05. It was concluded that the level of use of educational facilities in selected primary schools in the Buhweju District was good. It was also concluded that the quality of teaching in selected primary schools in the Buhweju District was good. It was further concluded that there was a statistically significant relationship between the use of educational facilities and the quality of teaching. Therefore, the effectiveness of the use of educational facilities influences the quality of teaching positively. It was recommended that the school administrators should make sure that there is an adequate good structure in classroom buildings. Headteachers should ensure the effective use of educational facilities to increase the quality of teaching in selected primary schools in the Buhweju District