FoEDUC http://dissertations.umu.ac.ug/xmlui/handle/123456789/8 2026-04-27T22:29:13Z 2026-04-27T22:29:13Z Frances, Lwatta Maria http://dissertations.umu.ac.ug/xmlui/handle/123456789/1827 2026-04-24T14:40:48Z 2024-09-01T00:00:00Z

Thematic curriculum on pupils’ learning in lower primary schools Frances, Lwatta Maria Uganda introduced the thematic curriculum in 2007 for P-1 to P-3 students, replacing the 1999 curriculum to improve education quality and better prepare learners for their roles as responsible citizens (Simon, 2022). This study examined the thematic curriculum on pupils' learning in lower primary schools in Mpigi Central Ward, Mpigi District, Uganda, focusing on literacy, numeracy, and the influence of the local language. A mixed-method approach, combining quantitative and qualitative data, was used to gather insights from head teachers, lower section heads, teachers, and learners. Key findings indicated that literacy activities, including phonemic sounds, creative expression, shared reading, and writing short stories, had a positive impact on pupils' knowledge. Specifically, 87.5% of respondents highlighted the benefits of phonemic sounds, while 75% noted positive effects from creative expression and shared reading. These activities also contributed to improved reading comprehension and enhanced critical thinking, with a strong correlation coefficient of 0.95 showing a significant relationship between literacy activities and skill development. In numeracy, the study found that various activities were highly beneficial. All respondents (100%) agreed that numeracy improved problem-solving skills, and 92% noted enhanced numerical understanding. The correlation coefficient of 0.74 underscored the strong positive relationship between numeracy activities and knowledge acquisition. Additionally, the study explored the use of the local language and its impact on interpupil relationships. All learners (100%) confirmed that the local language was the primary medium for pupils in P.1–P.3, effectively fostering interpupil relationships and creating a cohesive learning environment. In conclusion, the thematic curriculum significantly enhances learning in lower primary schools by emphasizing literacy, numeracy, and local language, contributing to both academic and personal growth. The study recommends on-going professional development for teachers to improve literacy, numeracy, and critical thinking skills, ensuring effective support for pupils' skill development. Mark Kiiza; Mark Kiiza

2024-09-01T00:00:00Z Raphael, Ssenkungu http://dissertations.umu.ac.ug/xmlui/handle/123456789/1826 2026-04-24T13:46:26Z 2024-09-01T00:00:00Z

The influence of information communication technology (ICT) on students’ classroom participation in learning biology in Govenrment-Aided secondary schools Raphael, Ssenkungu The study examined the influence of Information Communication Technology (ICT) on Students’ Classroom Participation in Learning biology in Government-Aided Secondary Schools in Kimaanya–Kabonera division, Masaka City. The study was guided by the following specific objectives: To assess the influence of the internet usage on students’ classroom participation in learning biology in government aided secondary schools in Kimaanya– Kabonera division. To analyze the influence of computer usage on students’ classroom participation in learning biology in government aided secondary schools in Kimaanya– Kabonera Division. To establish the influence of tablets usage on students’ participation in learning Biology in government aided secondary schools in Kimaanya–Kabonera division. To evaluate the influence of smartphones usage on students’ participation in learning biology in government aided secondary schools in Kimaanya–Kabonera division. Constructivist Theory, which was advanced by Jean Piaget (1896–1980), informed this study. During the study, the researcher used a descriptive survey design. The study was conducted in three (3) government aided secondary schools. The samples included 322 S3 and S4 students and 16 teachers of biology. The researcher used questionnaire forms and interview guides to collect the data. The findings are: 91.3% of the teacher-respondents agree that internet use enhances students’ classroom participation in biology lessons (M=4.34; SD=0.66). Secondly, 98% (M=3.24; SD=1.76) of the teachers agree that computer use promotes students’ classroom participation in biology lessons in the surveyed schools. However, 25% of the students disagree because they believe that schools do not have enough computers for students and students do not use the available computers for typing their notes and other assigned activities. Thirdly, 62.6% (M=2.80; SD=2.20) of teachers agree that students use tablets to increase their participation in biology learning lessons. This shows a low agreement among teachers. The interview result also indicates that students concur with teachers on this finding. The reasons both teachers and students attribute to this are: lack of access or affordability and school policy. Lastly, 100% of teachers and students agree that smartphones ease the teaching – learning process by enabling students to research biology content on their own; smartphones motivate learners (37.5%); and smartphones help students to understand contents taught in biology (18.75%). It is concluded that the use of ICT tools can help teachers of biology to enhance their teaching and students’ learning in biology lessons, but both teachers and learners have to access and know how to use these ICT tools to realize their pedagogical potential in teaching and learning biology. The xiv Ministry of ICT and Ministry of Education and Sports should provide wireless and free internet services to all government-aided secondary schools to harness the pedagogical potential of ICT tools to enhance students’ classroom participation in biology lessons. The Ministry of Education and Sports should train all secondary school teachers in ICT to increase the use of ICT resources, thereby, increasing students’ classroom participation in biology lessons. The Ministry of Education and Sports should procure and supply secondary schools with functional computers, internet, tablets and smartphones to increase students’ participation biology lessons O’dama Kayi Modest; O’dama Kayi Modest

2024-09-01T00:00:00Z Balyebuga, Frank http://dissertations.umu.ac.ug/xmlui/handle/123456789/1813 2026-04-23T07:03:12Z 2024-09-01T00:00:00Z

An assessment of the influence of teacher motivation and job performance in selected secondary schools Balyebuga, Frank This study assessed the influence of teacher motivation on job performance in selected secondary schools in Hoima City, anchored on expectancy theory. The specific objectives were to assess the extent of job performance, examine teacher level of motivation, and assess the influence of motivation on job performance. Conducted between 2022 and 2024, the study employed mixed- methods, targeting a population of 241 and a sample size of 144 teachers, who were randomly selected. Data were collected through questionnaires and interview guides. The questionnaire scored a Content Validity Index of 0.858 while the reliability of the tool was verified through pretesting pilot samples. Quantitative data were analyzed using SPSS version 21, while qualitative data were analyzed using a content analytical strategy. Out of 144 administered questionnaires, 112 were completed and returned, yielding a response rate of 77.8%. In relation to the first objective it was found out that job performance was to a large extent satisfactory. In relation to the second objective, it was found out that the level of motivation varied from school to school, in selected secondary schools in Hoima city. In relation to the third objective, it was found out that teacher motivation has a positive influence on job performance in selected secondary schools in Hoima city on all the three factors combined together that is, promotions, remuneration and administrative support. The study concluded that teacher motivation significantly influences job performance in Hoima City‘s secondary schools, with key factors being promotions, remuneration, and administrative support. The study recommended that school administrators and principals invest in ongoing professional development opportunities for teachers through workshops, conferences, and training sessions to keep them updated with the latest teaching methodologies and technologies. Teachers should set achievable goals for themselves and their students to maintain motivation and a sense of purpose. Parents should show interest in their children‘s education, communicate positively with teachers, attend parent-teacher conferences, and support school events. Policymakers and the government should ensure competitive and fair compensation packages for teachers to attract and retain talent. Teachers' unions should advocate for teachers‘ rights, fair wages, and improved working conditions to enhance job satisfaction and performance. They should also collaborate with schools and districts to provide professional growth opportunities. Kiyingi Geoffrey; Kiyingi Geoffrey

2024-09-01T00:00:00Z . Guerino, Nichodemus H http://dissertations.umu.ac.ug/xmlui/handle/123456789/1811 2026-04-23T07:03:07Z 2024-09-01T00:00:00Z

Leadership styles and their influence on holistic education in catholic based secondary schools . Guerino, Nichodemus H This study investigated the effects of leadership styles on holistic education in catholic-based secondary schools in Sumbawanga Municipality. The objectives of the study include to establish leadership styles in catholic-based secondary schools in Sumbawanga Municipality. To assess the effects of leadership styles and holistic education in catholic-based secondary schools in Sumbawanga Municipality and to propose recommendation for the improvement of leadership styles on holistic education in catholic-based secondary schools in Sumbawanga Municipality. The study employed a cross-sectional design and adopted a mixed approach of both qualitative and quantitative approaches. The study population was 120 whereas the sample size was 102 determined according to Krejcie and Morgan’s (1970) table. A questionnaire and interview guide was the main tools used in collecting data. The study findings revealed that there were 3 major types of leadership styles including transformational leadership, holistic style and autocratic style. It shows that transformational leadership predicts holistic education by 14.4% as reflected by the R Square value. Transactional leadership accounts for 26.6% of the variations in holistic education and finally, autocratic leadership accounted for 9.8% (0.098*100) variations in holistic education and the remaining percent of 90.2% is predicted by other factors other than autocratic leadership. The study finds that while transformational leadership contributes to a supportive environment, its direct impact on holistic education is limited. In contrast, transactional and autocratic leadership significantly influence holistic education by energizing staff and ensuring goal achievement, respectively. Recommendations include adopting inclusive leadership, emphasizing transformational practices, strengthening ethical leadership, improving communication, and integrating holistic education into the curriculum. Mark Kiiza; Mark Kiiza

2024-09-01T00:00:00Z