Browsing by Author "Namutebi, Edith"

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    Exploring Artificial Intelligence as a Remedy to the Heavy Teaching Workloads Caused by Massification of Ugandan Public Universities
    (East African Journal of Education Studies, 2024) Namutebi, Edith
    Universities worldwide, particularly public universities in Uganda are facing a dilemma in which their massification has far outstripped the growth of their academic service delivery capacity, especially their actual teaching staff size. Consequently, most lecturers are struggling with heavy teaching workloads resulting from large class sizes of 100 to 300 or more students created by massification per course unit, especially at the undergraduate level. These workloads have overstretched most lecturers’ ability to teach effectively and limited their career growth by keeping them too busy to conduct research and participate in community service. The dilemma is faced at the time when Industry 4.0 has developed Artificial Intelligence (AI), which can execute different tasks, including teaching tasks in much the same way as human beings perform them. Drawing on the AI job replacement theory complemented by UTAUT and TOE, this study employed a cross-sectional questionnaire survey involving 325 respondents (deans, heads of department [HODs] and lecturers) randomly selected from five randomly selected public universities to analyse awareness of the teaching tasks AI can execute to reduce faculty members’ workload without replacing them, acceptance of AI to perform these tasks, and hindrances to its adoption. Findings from the descriptive analysis indicate that at least 74% of the deans, HODs, and lecturers were highly aware of the teaching tasks AI can perform. Most of these respondents accept AI to perform such teaching tasks that do not involve a human touch as an online search for research and lecture content, lecture dictation, student assessment and evaluation, and grading of marks. They, however, did not accept AI to execute teaching tasks that involve the human touch such as lecture planning, facilitating tutorials and discussions, assessing students’ interpersonal weaknesses that affect learning, and feedback provision. These findings allude to a need to adopt AI to execute only the teaching tasks it is accepted to perform and leave to the lecturers all the tasks they do not accept to perform. Adopting AI this way is bound to relieve the teaching workload allocated to lecturers as massification intensifies. The findings indicate, however, that AI adoption is hindered by different factors, including lack of strategic, ethical, and policy guidelines, and lack of funds and skills required to operate it. These findings point to a need for the management of Uganda’s public universities to adopt AI by lobbying the government for more funding, mobilizing necessary funds internally, training faculty members in using AI, and encouraging all of them to accept it by explaining the role it is capable of playing in reducing workloads and erasing their fear that AI could replace them
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    The Integration of ICT for Effective Implementation of the Competence Based Curriculum among Secondary Schools in Kyaka II Refugee Settlement, Uganda
    (East African Nature & Science Organization, 2024-09) Kagambe, Edmond; Kabasiita, Jessica; Kisembo, Maliko; Kasiita, Tawheed; Muweesi, Charles; Kaweesi, Muhamadi; Kaahwa, Tadeo Yuda; Namutebi, Edith; Namubiru, Aisha
    This study examined the role of Information and Communication Technologies (ICTs) in the implementation of the Competence-Based Curriculum (CBC) in secondary schools within Kyaka II Refugee Settlement, Uganda. Despite the potential of ICTs to enhance learning experiences, their usage remains limited. Employing a mixed-methods approach, data were collected from 102 respondents through surveys, interviews, and classroom observations. The findings reveal that while teachers adhere to CBC guidelines, the integration of ICTs into teaching practices is inconsistent. ICTs were utilized in less than 40% of observed lessons, and despite teachers receiving training from the project, only 25% felt confident in using ICT tools effectively. However, when ICTs were employed, there was a strong moderate positive correlation (r = 0.67) between ICT use and student engagement and motivation. Approximately 76% of students preferred ICT-enhanced lessons over traditional methods. Challenges such as limited ICT resources, including inadequate equipment, limited internet connectivity, negative attitudes, the digital divide, overcrowded classrooms, and insufficient access to up-to-date instructional technology, continue to hinder effective implementation. The study recommends increased investment in ICT infrastructure, comprehensive teacher training, and targeted student orientation to optimize CBC delivery. Addressing these issues is crucial for leveraging ICT’s full potential to improve educational outcomes in refugee settings. Keywords: Competency-Based Curriculum (CBC), 21st-Century Skills, Educational Challenges ICT Integration, Refugee Education, Teacher Training.
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    The Mediating Role of Teacher Training and Learner Orientation in ICT Integration for Competence-Based Curriculum Implementation in Kyaka II Refugee Settlement
    (East African Nature and Science Organization, 2024-07-23) Kabasiita, Jessica; Kagambe, Edmond; Kasiita, Tawheed; Kisembo, Maliko; Namubiru, Aisha; Namutebi, Edith
    This study explored the impact of teacher training and learner orientation on the integration of Information and Communication Technologies (ICTs) within the Competence-Based Curriculum (CBC) in secondary schools in Kyaka II Refugee Settlement. Despite significant efforts to improve education in refugee contexts, effective ICT integration remains a complex challenge. The research examined how teacher training and learner orientation influence ICT usage, teacher preparedness, and student engagement in this distinctive educational environment. Utilizing a descriptive survey design and questionnaires, data was collected from 455 participants, including 89 purposively selected teachers and 366 randomly selected students. Data was analyzed using SPSS to generate descriptive statistics. The findings indicate that comprehensive teacher training positively affects ICT integration, with trained educators demonstrating enhanced confidence and competence in using ICT tools, as evidenced by a moderate positive correlation coefficient (r = 0.54). Oriented learners exhibited increased interest and engagement in ICT-driven learning. The study identified a gap between training outcomes and practical classroom application, suggesting a need for more hands-on and continuous professional development. Challenges such as inadequate ICT infrastructure, poor internet connectivity, and limited administrative support were significant barriers to optimal ICT integration. The study recommends implementing ongoing, hands-on teacher training programs, improving ICT infrastructure, establishing robust support systems within schools, and enhancing student access to ICT resources to address these challenges and support effective ICT integration in refugee education settings