Browsing by Author "Kirabo, Nkambwe Nakasiita"

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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