Browsing by Author "Batiibwe, Marjorie Sarah Kabuye"

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    Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda
    (Springer International Publishing, 2024-10-09) Batiibwe, Marjorie Sarah Kabuye
    The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly justify a comprehensive assessment of its applicability on the local scene, the post-COVID-19 era dynamics escalated its urgency and relevance. Thus, third-year pre-service mathematics teachers’ knowledge and aptitude to use GeoGebra in teaching and learning geometry were developed in this study. In addition, the consequence of using this software on students’ achievement in geometry was investigated using a quantitative research approach. Ninety-four third-year pre-service mathematics teachers completed a three-week intensive capacity-building workshop using GeoGebra. Their self-ratings on their technological pedagogical content knowledge (TPACK) before and after the training were measured using a self-administered questionnaire. A total of 406 students from four schools in Central Uganda participated in the quasi-experiment, with 199 and 207 students assigned to the experimental and control groups, respectively. Pre- and post-achievement tests were meted out to the students. While descriptive statistics showed a positive change in the teachers’ technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK, independent samples t -tests revealed a substantial difference in the post-test mean scores between the two groups since the experimental group students outshone those in the control group. These findings are consistent with global literature, and thus, schools in Uganda should adopt the use of GeoGebra through a continuous capacity-building approach, while considering the challenges and limitations associated with the software.
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    Factors related to teenage pregnancy during the COVID‑19 pandemic: a case of selected villages in Mayuge District, Eastern Uganda
    (SN Social Sciences, 2023) Batiibwe, Marjorie Sarah Kabuye; Nannyonga, Betty K.; Nalule, Rebecca M.; Mbabazi, Fulgensia K.; Kyomuhangi, Annet; Mbabazi, Doreen S.; Namusoke, Sylvia S.; Namugaya, Jalira; Taliba, Caroline; Nakakawa, Juliet N.
    The COVID-19 pandemic and related school closures had considerable consequences on teenagers’ sexual activity, thus increasing teenage pregnancy. This study aimed to establish factors related to teenage pregnancy in selected villages in Mayuge District. Data were collected from 38 teenage mothers/pregnant teenagers through face-to-face in-depth interviews and analyzed using thematic analysis. Findings from this study indicate that factors related to teenage pregnancy were: individual, social, economic, and physical setting factors. Furthermore, the challenges the participants faced included a lack of maternal knowledge, postpartum depression, unsupportive partners, and a lack of social and survival skills for self-sustenance. The implication is that there is an urgent need to look for ways to reduce the magnitude of teenage pregnancy. Accordingly, we recommend that relevant authorities formulate community-based programs for the sensitization of teenagers, parents, and communities on sex and reproductive health, in addition to the incorporation of sexuality education in the school curriculum.
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    Integration of GeoGebra in Learning Mathematics: Benefits and Challenges
    (East African Journal of Education Studies, 2024) Batiibwe, Marjorie Sarah Kabuye
    Technology is recognized as a vital component of modern society, making it essential for education to incorporate various technological aspects into the teaching and learning of mathematics. GeoGebra is a valuable tool that has gained attention, which enhances mathematics instruction, particularly in areas like geometry, algebra, and statistics. However, there is limited understanding of the benefits and challenges associated with using GeoGebra in mathematics instruction. Therefore, the purpose of this paper was to review existing literature on the benefits and challenges of integrating GeoGebra in a mathematics classroom. Data were collected through a documentary review and to this effect, 53 articles from four databases namely ERIC, Scopus, JSTOR, and ProQuest were reviewed. After analyzing the data through content analysis and categorization, the results revealed that GeoGebra: demystifies mathematical concepts for learners; improves learners' mathematical abilities and representation skills; enhances students’ active construction of knowledge; boosts students’ mathematical achievement; improves students’ attitudes and perceptions toward mathematics learning; empowers students to visualize abstract mathematical concepts; creates an enjoyable learning environment; and fosters the development of 21st-century skills among learners. Nevertheless, the integration of GeoGebra in mathematics instruction presents several challenges. These include teachers' lack of proficiency in using ICT, insufficient training in ICT, limited access to technological equipment, inadequate guidance on interpreting GeoGebra outputs, a high student-to-teacher ratio, and time constraints. Despite the many benefits of GeoGebra, teachers must receive adequate training to equip them with the knowledge and skills necessary to effectively integrate this tool into their teaching and learning of mathematics
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    Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda
    (East African Journal of Education Studies, 2024) Kanono, Ronald; Batiibwe, Marjorie Sarah Kabuye
    GeoGebra, an open-source Dynamic Mathematics Software (DMS), has emerged as a transformative tool in mathematics education, allowing students and teachers to visualize, explore, and manipulate geometric concepts in dynamic virtual environments. This study investigated the students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara District, Southwestern Uganda. The objectives of this study were to identify the most abstract geometrical concepts posing challenges to students, examine the impact of GeoGebra training on the identified abstract concepts, and assess the relationship between students' attitudes and the integration of GeoGebra. This study utilized a quantitative approach, employing quasi-experimental and cross-sectional survey designs. Data were collected from 103 students using questionnaires and pre-and post-tests to evaluate the impact of GeoGebra software intervention. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as means, standard deviations, and frequencies were employed as data analysis methods. The study found that the students identified rotational transformation as the most abstract geometrical concept. The pre-test results indicated that respondents had similar baseline knowledge of rotational transformation. However, after the GeoGebra intervention, the post-test results showed that the difference in mean scores between the experimental and control groups was statistically significant. Additionally, the experimental group demonstrated a positive attitude towards the software. The study concluded that while rotational transformation posed a significant challenge for students, GeoGebra significantly improved their conceptual understanding and performance in this geometry concept. The study recommended that teachers should strongly consider integrating GeoGebra into their ICT-based teaching and learning resources to help improve students' conceptual understanding, motivation, attitude, and achievement in rotational transformations and other geometric concepts