Browsing by Author "Isabirye, Christopher"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda
    (Paradigm Academic Press, 2023) Namasoga, Martha; Kaahwa, Yuda Taddeo; Muweesi, Charles; Kabasiita, Jessica; Kaweesi, Muhamadi; Namagero, Shira Tendo; Kabeera, Pontian; Isabirye, Christopher; Kasirye, Richard; Namukose, Sarah; Kuteesa, Mugenyi Disan; Mutebi, Abubaker; Sserwadda, Lawerence; Muwagga, Anthony Mugagga
    The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners. Keywords: Skills-based approach, poverty reduction, practical training, cognitive and mental development
  • Thumbnail Image
    Item
    School Policy Commitments to Staff and Students’ Welfare: A Case Study of Public Secondary Schools in Iganga District, Uganda
    (Research and Advances in Education, 2022) Nabirye, Rose; Muweesi, Charles; Kaweesi, Muhamadi; Tomusange, Robert; Cuiying, Wang; Isabirye, Christopher; Mugenyi, Kuteesa D.; Kabasiita, Jessica
    The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.
  • Thumbnail Image
    Item
    Teacher Educators’ Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy
    (East African Journal of Education Studies, 2023) Sikoyo, Leah; Isabirye, Christopher
    Low academic performance in science subjects has continued to characterise primary education in sub–Saharan Africa, despite several interventions by stakeholders. This study investigated the influence of teachers’ preparation for teaching and learning on pupils’ academic performance in mathematics and integrated science in Kigumba town council in Uganda. It used a cross-sectional survey design with a sample size of 180 teachers and pupils from both government-aided and privately funded schools. Interviews were used to collect data. Descriptive statistics was used to determine teachers’ level of preparation for teaching and learners’ level of academic performance, while a regression model was used to establish the influence of teacher’s preparation on pupils’ academic performance. Findings indicate that teachers’ level of preparation was generally good and significantly (P<0.05) influenced by their teaching experience and access to insurance. Furthermore, academic performance in mathematics and integrated science was significantly influenced by teacher preparation (P<0.05) arising from lesson planning, updating learners’ discipline records, and creativity. In conclusion, teachers need to continue being creative, planning lessons on a daily basis, and updating learners’ discipline records in order to improve pupil performance. In turn, the government needs to provide teachers with insurance coverage, e.g., health insurance, in order to free more of their time for lesson preparation. The study informs education and economic planning policies