Browsing by Author "Ndungo, Issa"

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    Conceptual and Procedural Trajectories in Transformation Geometry: A Comparative Study of Technology-Enhanced and Conventional Van Hiele Phased Instruction
    (International Journal of Education, Technology and Science, 2025-05-01) Ndungo, Issa; Balimuttajjo, Sudi; Akugizibwe, Edwin
    This study investigates the effectiveness of Technology-Enhanced Van Hiele Phased Instruction (TVHPI) compared to Conventional Van Hiele Phased Instruction (CVHPI) in enhancing learners' conceptual understanding and procedural fluency in transformation geometry. A quasi-experimental design was employed, involving 144 secondary school learners from six schools in Uganda. Conceptual and procedural understanding was assessed from learners’ test scripts using a 5-point scale of performance, and performance across Van Hiele levels was analyzed using descriptive and inferential statistics. Results revealed that TVHPI significantly improved both conceptual understanding (t = 10.861, p = 0.00) and procedural fluency (t = 10.491, p = 0.00) compared to CVHPI. Performance across Van Hiele levels showed foundational tasks (Levels 1 and 2) were better supported by both strategies, while TVHPI showed an advantage at intermediate levels (Level 3). The study recommends integrating technology like GeoGebra into instructional practices to enhance learning outcomes. These findings emphasize the potential of technology-enhanced strategies to improve geometric reasoning and inform curriculum design.
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    Enhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness
    (2025-04-15) Ndungo, Issa; Nazziwa,Cissy; Kabiswa, Wiston; Opio, Phillip; Akugizibwe, Edwin; Mpungu, Kassimu
    This article addresses the gap in understanding the integration of Indigenous materials and ICT tools in STEM teaching by secondary school teachers. Conducted within the Rwenzori region, the study assessed teachers' knowledge, experiences, attitudes, and readiness for integration using a mixed-methods approach involving quantitative data from 138 teachers combined with qualitative insights from focus group discussions. The results indicate moderate levels of knowledge (mean=3.2,SD=0.75) and attitudes (mean=3.4,SD=0.85) among teachers, with slightly higher practical experience (mean=3.5,SD=0.80). Knowledge, practical experience, and attitudes significantly correlated with readiness; (r=0.538,p<0.001), (r=0.423,p<0.001), and (r=0.385,p<0.001), respectively. Teachers' knowledge (β=0.419,p<0.001) and practical experiences (β=0.192,p=0.027) were found to be significant predictors of readiness, while attitudes were not significant predictors (β=0.128,p=0.136). This study proposes the RIIMIT-STEM Model (Readiness for Integration of Indigenous Materials and ICT Tools in STEM Instruction), a comprehensive framework designed to assess and strengthen teachers’ preparedness for blending culturally relevant resources and digital technologies in STEM education. The model responds to persistent challenges such as limited ICT proficiency, high costs of equipment, and infrastructural limitations while promoting innovative and context-sensitive teaching practices.
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    Transformation Geometry Attitude Scale (TGAS): Development and Validation for Secondary School Learners in Uganda
    (East African Nature and Science Organization, 2025-04-11) Ndungo, Issa; Balimuttajjo, Sudi; Akugizibwe, Edwin
    Transformation geometry, a core topic in secondary school mathematics, strengthens students' spatial reasoning and problem-solving skills. Students’ attitudes toward transformation geometry significantly influence their engagement, motivation, and achievement in mathematics. However, existing attitude scales either focus on general mathematics/geometry, are designed for other educational levels or were developed outside Uganda, limiting their contextual relevance. This study aimed to develop and validate the Transformation Geometry Attitude Scale (TGAS) for assessing Ugandan secondary school learners' attitudes. The scale was developed through expert consultations and piloted among 132 secondary students. Validation involved Exploratory Factor Analysis (EFA) and reliability testing. The initial 36-item scale (α = 0.85) was refined to 22 items across three dimensions: Interest & Confidence (α = 0.80), Engagement & Metacognition (α = 0.77), and Relevance & Applications (α = 0.85). The validated TGAS provides a reliable tool for evaluating students’ attitudes and informing instructional strategies in transformation geometry. Future research should apply Confirmatory Factor Analysis (CFA) across diverse educational settings to further validate its structure