Browsing by Author "Kibedi, Henry"

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    Mathematics Interest among O-Level Secondary School Students in Wakiso District, Uganda
    (East African Journal of Health and Science, 2023) Kirabo, Nkambwe Nakasiita; Kibedi, Henry; Olema, David; Baguwem, Ali
    The study investigated interest levels and differences in mathematics among O-level students in Wakiso District. Since interest is a psychological state, people can be unaware of it, making it simple for educators to presume that it is or is not present. In the current study, mathematics interest levels among Senior Three pupils in the Wakiso district were evaluated, and narratives from the students and teachers revealed the causes of the low interest. Three hundred and thirty-two students were used for the quantitative data; six students from each school took part in focus group discussions, and one O-level mathematics teacher from each school took part as key informants for the qualitative data. Quantitative results revealed that; students had high interest in mathematics (84%), had more situational (M = 37.00, SD = 8.10) than individual interest (M = 30.67, SD = 5.82). There were significant gender differences in overall interest Males (M = 73.61, SD = 13.22) than females (M = 69.93, SD = 13.60) individual interest Males (M = 31.32, SD = 5.76) than females (M = 30.03, SD = 5.83), and situational interest males (M = 38.19, SD = 7.81) than females (M = 35.83, SD = 8.21), p < .05. in mathematics, but not in other demographics. Qualitative findings, however, revealed low interest in mathematics, pointing out various reasons for their low interest (mathematics being tough, complex, boring, full of calculations, unrelated to ral life, intended for the intelligent, previous poor performance). According to the study's findings, the challenge of low interest should not be left to students only, but all stakeholders in education should take part in developing and maintaining students' interest in mathematics. There are still gender differences in mathematics interests, which impacts females' interest in the subject
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    Teaching Strategies as Predictors of Students' Mathematics Interest among O-Level Students in Wakiso District, Uganda
    (East African Journal of Health and Science, 2023) Kirabo, Nkambwe Nakasiita; Olema, David; Baguwemu, Ali; Kibedi, Henry
    Interest in Mathematics is a factor that most educators are interested in because of its impact on mathematics learning, and teachers are considered key players in fostering students' interest in mathematics. The study investigated the predictive effect of perceived teaching strategies on students' interest in mathematics among O-level students in the Wakiso district. A mixed methods approach was used; 332 Senior Three students in total were used for the quantitative data, six students from each school took part in focus group discussions (FGDs), and one O-level mathematics teacher from each school was a key informant for the qualitative data. The findings revealed that teacher-centred strategies did not significantly predict overall interest, individual interest, and situational interest in mathematics, learner-centred strategies positively predicted overall interest and individual interest in mathematics and did not significantly predict situational interest, student-teacher interactive strategies positively predicted overall interest, individual interest and did not significantly predict situational interest. The qualitative results confirmed the quantitative results complemented the qualitative results. The study concluded that teachers need to develop more innovative strategies that can tap into students' interests in mathematics lessons and overall interest in mathematics
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    The role of Organisational Justice and Mentorship in Turnover Intentions of Non-Teaching Staff in Universities: The case of Kyambogo University, Uganda
    (2024) Namusoke, Getrude; Kibedi, Henry; Namusoke, Jane; Kambaza, Stephen; Nakanwagi, Carol Chosen
    Understanding that keeping knowledgeable and dedicated staff members is essential to an organization's success, Kyambogo University enhanced working conditions, added health insurance, and established possibilities for advancement. Regardless of these measures, some non-teaching staff intended to leave the organisation giving inequality in salaries and working conditions as key reasons. Guided by the equity theory, the study examined the influence of Organizational Justice and Employee Mentorship on turnover Intentions among non-teaching staff at KYU. Using a correlational survey design, data was collected from a random sample of 242 respondents with the help of a structured questionnaire. Pearson correlation and regression analyses revealed that Organizational Justice was positively (r =.51, P<0.01) related to turnover intentions due to the distributive and Interactional justice that enabled non-teaching staff to feel belongingness and enthusiasm about their job. Employee mentorship and Turnover intentions had a positive and significant correlation (r =.23, P< 0.01), because of role modelling, career development and social support that enhanced the feelings of commitment among employees to their organisation making them want to stay and work for it. Organizational Justice and Employee Mentorship, together positively predicted (β=.48, P<0.05) turnover intentions. Employee Mentorship increased the contribution of organisational justice to turnover intentions by 1%. This was likely due to mentorship that enables employees to feel that KYU values them and felt grateful to stay and work for it. Therefore, retention strategies that provide relevant mentoring of staff members results into better retention. Programs to empower employees to have effective participation and engagement in sustaining distributive and interactional justice as well as role modelling should freely be available to reduce turnover intentions among non-teaching staff
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    Why and How is the Difference? Fixed and Growth Mindsets in Mathematics among O-level Secondary School Students in Wakiso District, Uganda
    (East African Journal of Health and Science, 2023) Nakasiita, Kirabo Nkambwe; Baguwemu, Ali; Kibedi, Henry; Olema, David
    People's beliefs tend to impact them in all aspects of life. One of the things that can solve the puzzle of mathematics and science, in general, is the mindset, which is a view of one's ability as either static or malleable. This study evaluated the mindsets of Senior 3 students in Mathematics in Wakiso District and the reasons for adopting those mindsets as revealed in student and teacher narratives. Three hundred thirty-two (332) students participated in the quantitative study, while six students from each school took part in qualitative focus group discussions, and one O-level mathematics teacher from each school took part in a qualitative key informant interview. The quantitative results showed that more students had a growth mindset (M = 14.86, SD = 3.81) than a fixed mindset (M = 11.63, SD = 3.88). However, a considerable number of students held a fixed mindset; as also evidenced by the qualitative data, there were no statistically significant differences in mindsets among the various demographics. Qualitative findings showed that past performance, peers, parents, teachers, and other socialisers were influential in promoting growth or a fixed mindset. The study concludes that even though many students have a growth mindset, many external factors can cause them to adopt a fixed mindset in mathematics. Since mindsets can change at any time, it is everyone's responsibility to change students' mindsets toward mathematics for the best results