Browsing by Author "Manyiraho, Deborah"

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    ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda
    (American Journal of Educational Research, 2021) Mukhula, Gideon James; Manyiraho, Deborah; Zami Atibuni, Dennis; Kani Olema, David
    This study explored the levels of and relationship between ICT adoption readiness and ICT policy implementation in Secondary Schools in Mayuge District. The objectives included determining the level of ICT adoption readiness, establishing the level of ICT policy implementation and examining the relationship between ICT adoption readiness and ICT policy implementation. A cross-sectional survey research design employing both quantitative and qualitative approaches was used. A sample of 232 teachers was selected from both private and public secondary schools using simple random sampling technique to participate in the study. Three District Inspectors of Schools (DIS) selected purposively also participated in the study. A questionnaire containing closed ended questions was used to collect quantitative data from the teachers, while an interview guide was used to obtain qualitative responses from the DIS. The quantitative data were analyzed using descriptive statistics: frequencies, percentages, means and standard deviations, while the qualitative data were analyzed using thematic content analysis. The results revealed a moderate overall level of ICT adoption readiness (M = 42.19, SD = 10.10), a moderate overall level of ICT policy implementation (M = 85.11, SD = 9.88), and a significant moderate positive relationship (r = .50, p < .01) between ICT adoption readiness and ICT policy implementation. From the results it was concluded that secondary schools in Mayuge District were in the early stages of domestication of ICT and ICT policy implementation. It was recommended that concerted effort be directed towards improving schools’ ICT adoption readiness in order to improve ICT policy implementation.
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    Stakeholders’ Perspectives on Transformative Teaching and Learning in the Face of COVID-19: A Case of Busitema University-Faculty of Science and Education
    (Direct Research Journal of Education and Vocational Studies, 2022) Kaweesi, Muhamadi; Kani Olema, David; Zami Atibuni, Dennis; Manyiraho, Deborah
    Following the lockdown as a result of the COVID-19 pandemic, the government of Uganda through the Ministry of Education and Sports (MoES) and the National Council for Higher Education (NCHE) rolled out a policy that required universities and their disparate academic faculties to, among other things, transform from the traditional face to face teaching and learning to the virtual online format. As such, the second semester of the academic year 2019/2020 for undergraduate academic programmes was delivered through distance learning (DL) as opposed to classroom learning (CL). Considering this sudden shift, several issues came into play and this quantitative empirical study that employed a questionnaire survey was carried out to shed some light on how students at the Faculty of Science and Education, Busitema University-Nagongera campus perceived institutional readiness to implement transformative (online) teaching and learning in the face of COVID-19. This study was inspired by concerns highlighted in publications and studies, as well as the voices of various stakeholders, that online teaching and learning inside regional institutions appear to have begun with inadequate preparation. According to the findings, research participants observed gaps in institutional readiness for transformative teaching and learning in the areas of human resources, self-development, technological readiness, and innovation readiness. We urge that lecturers and students be open-minded, adaptable, and motivated in self-development in order to adapt their teaching and learning approaches to the online environment. Campus leadership, through continuous online training programmes are also urged to focus on altering lecturers' and students’ mindsets to help them understand that the future of higher education systems involves the online environment, and that online teaching and learning has become the new normal.