Browsing by Author "Ndawula, Stephen"

Now showing 1 - 4 of 4
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    Instructional Media and Methods in the Implementation of a Curriculum Reform: A Case of Entrepreneurship Education in Uganda
    (Asian Journal of Social Sciences & Humanities, 2014) Luyima, Jimmy; Ndawula, Stephen; Kasirye, Richard
    This study focuses on the role of Instructional media and Methods in curriculum reform implementation of Entrepreneurship Education in Uganda. It examines how instructional media and methods have affected the achievement of the overall vision of introducing Entrepreneurship Education in secondary schools, as curricula innovation geared at equipping students at secondary schools with Entrepreneurship skills for self employment. The study took a qualitative approach with 30 respondents purposively sampled. It was concluded that majority of the teachers of Entrepreneurship were ill prepared and did not have relevant instructional materials. At the same time, teachers never had adequate time to conduct field lessons. It was therefore recommended that, Teacher Training Institutions adopt Entrepreneurship Education a core subject so as to produce fully qualified teachers; National Curriculum Development Centre (NCDC) to produce enough instructional materials and avail them on market and orient teachers on the use of appropriate methods.
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    A Study of End-Users’ Attitudes towards Digital Media Approach: the Experience of a Public University in Uganda
    (International Journal of Higher Education, 2012) Ndawula, Stephen; Ngobi, David Henry; Namugenyi, Deborah; Nakawuki, Rose Coaster
    University students in Uganda had been confined to use of traditional educational technologies such as chalkboards, papers and text books. Digital Media Approach recently found its way in the academia at public universities in Uganda. Information and communication technology (ICT) have become popular means of surfing, downloading and obtaining electronic materials among students. The approach has globally facilitated the seeking of academic information at institutions of higher learning in Uganda. However, little research has been conducted in regard to students who are the key users of Digital Media. The purpose of this study was to explore students’ attitudes towards Digital Media at a public university in Uganda. The study specifically sought to establish whether university students’ attitudes towards digital technology were dependent on computer ownership, field of study and previous computer hands-on experience. A survey research was employed to establish students’ attitudes in regard to digital media. Questionnaires and interviews were used as tools for data collection while data was analyzed using a t-test. The findings showed that students who had their own computers as well as previous computer hands-on experience had more positive attitudes towards using the media than their counterparts without previous computer hands-on experience.
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    Teaching with Sponsored Instructional Materials: Attitudes of Teachers in Uganda
    (Journal of Educational Media & Library Sciences, 2009) Ndawula, Stephen
    The purpose of this study was to examine the teachers’ attitudes towards using sponsored instructional materials provided by the Aga Khan Education Service (AES) to primary schools in Uganda. The objectives of the study were: to establish teachers’ attitudes towards the AES materials in relation to the level class taught, size of classes and the nature of subject (s) taught.
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    Technology Leadership Practices of End Users and the Adoption of E-Learning in Midwifery Institutions in Uganda
    (Journal of Medical Education and Curricular Development, 2022) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
    E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for education. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institutions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.