Browsing by Author "Kintu, Denis"

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    Perceptions of Pre-Service Technical Teachers on the Teaching and Learning Activities in Teacher Instructor Colleges of Uganda
    (https://doi.org/10.37284/eajes.7.2.1913, 2024) Kintu, Denis
    Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre-service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope
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    The effect of Guidance and Counselling on Students’ Discipline in Secondary Schools of Ruhinda North, Mitooma District, Uganda
    (East African Journal of Education Studies, 2022) Korugyendo, Placidia; Kintu, Denis; Ahabwe, Emmanuel
    Stakeholders are concerned about students’ indiscipline in secondary schools of Ruhinda North, Mitooma District, Uganda. The study assessed the effectiveness of guidance and counselling in promotion of discipline of learners in secondary schools of Ruhinda North, Mitooma District, Uganda. The study used descriptive research where both quantitative (questionnaires), and qualitative (interviews) approaches were used during. A total of 234 who were drawn from 600. The study findings revealed that major causes of students’ indiscipline in secondary schools of Ruhinda North , Mitooma District include; incompetent leadership, poor teaching by some teachers, poor feeding practices, and too much freedom in schools. The study findings showed that counsellors collect and keep up to dated students’ records, Counsellors disseminate vital information concerning academics to students, schools have well-furnished offices and rooms to carry out guidance and counselling activities and there is the proper motivation of students from the school administration during guidance and counselling sessions. The results indicated that guidance and counselling is statistically significant related to discipline of students in secondary schools of Ruhinda North, Mitooma District (r=0.159, P = 0.024 < 0.05). It was concluded the major causes of students’ indiscipline in secondary schools in Ruhinda North, Mitooma District were; poor leadership, poor teaching methods, absenteeism of teachers, and poor feeding practices. It was also concluded that there was effective guidance and counselling. Guidance and counselling have a positive influence on students’ discipline. Therefore, effective guidance and counselling promote students’ discipline. It was recommended that Ministry of Education should put more efforts towards ensuring acceptable moral training among students.