Browsing by Author "Sserwadda, Lawrence"

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    Discourses in ICT integration :
    (Educational Research and Reviews, 2021-05) Muweesi, Charles; Shizhou,Lou; Salome, Jerome Kotira; Tomusange, Robert; Sserwadda, Lawrence
    This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. Amixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers’ lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher’s continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda. Key words: Primary education in Uganda, ICT usage agenda, Vision 2040 in Uganda, teacher’s digital pedagogy.
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    Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda.
    (Interactive Learning Environments, 2024-06) Muweesi, Charlesa; Kintu, Georgea; Mugenyi, Disan Kuteesa; Kaweesi ,Muhamadia; Sserwadda, Lawrence; Shizhouc, Lou; Mugaggad, Anthony Muwagga; Taddeod, Kaahwa Yuda
    This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative crosssectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences. KEYWORDS Experiential approach; inquiry-based approach; secondary school; learning; students
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    Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda
    (East African Journal of Education Studies, 2024) Yapsoyekwo, Justine; Nassaka, Olivia Banja; Muweesi, Charles; Kagoire, Mary Ochieng; Nambale, Moses Geoffrey; Nabateregga, Judith; Musinguzi, Faith Mbabazi; Sserwadda, Lawrence; Eryenyu, Charles; Namaganda, Rose Mirembe
    While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs
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    Sickness Presenteeism Correlates to Teaching-Learning Activities:
    (Paradigm Academic Press, 2024) Wanyama, Anthony; Muweesi, Charles; Nabateregga, Judith; Kabasiita, Jessica; Mugagga, Muwagga Anthony; Sserwadda, Lawrence; Ssemakula, Noah; Nassozi, Pomlet; Mugenyi, Kuteesa Disan; Tomusange, Robert; Namaganda, Rose Mirembe; Mugabo, Augustine; Zerubabe, Franklee Onyadi
    To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teachers’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security. Keywords: Sickness presenteeism, employee culture, teaching and learning, staff wellness