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Exploration of abilities of learners with attention deficits hyperactivity disorders (ADHD) performance in academic/extra curricular activities in school: Makindye Ssabagabo municipality, wakiso district, Uganda
No full textxiv, 110 p. : ill. (col.) ;The research study, is titled Exploration of Abilities of Learners with Attention Deficits Hyperactivity Disorders (ADHD) performance in academic/extra curricular activities in school: Makindye Ssabagabo Municipality, Wakiso District. The purpose of this study was to; find out factors that influence the abilities of learners with attention deficits and hyperactivity disorders (LADHD) to perform successfully in academic activities in school. The objectives of the study were to; Identify academic/extra curricular areas of learning LADHD do well in schools, find out how LADHD participate in academic/extra curricular activities in school and Describe what motivates LADHD to learn. The target population comprised of two categories of participants i.e. teachers and learners with attention deficits and hyperactivity disorders. Qualitative research approach, guided by a case study design were employed in the study. Non-Participant Observations and Mini Focus Group Discussions were used in collecting data. The study was curried out from June 2022 to March 2023. The findings show that LADHD are capable of participating though with difficult and interest increases when teachers include songs and rhymes in teaching, these learners were also observed to be abusive to others, have destructive behaviours, beat their peers, and withdraw from activities. Findings also indicate that, LADHD do not move on smoothly in class activities, have challenges in reading, writing, spelling and numeracy. Observations also show that these learners do not complete the given exercise at the same time with other ordinary peers and when it comes to assessment summative assessment is mostly used together with their ordinary learners. These learners respond to questions when asked without internalising the meaning, they are also assessed using examinations but take time to complete as compared to their ordinary peers in the class and when it comes to motivation, LADHD are not self motivated to participate in activities, as a result, teachers always prompt them to participate. Teachers were observed to use a variety of methods in the teaching of learners and the findings also indicate that these learners do not share a variety of instructional materials and teachers complain of time and cost of instructional materials to use in the teaching. The recommendations of the study are; teachers should adjust time from 30 minutes and 40 minutes to 1 hour and 1 hour 30 minutes and make modifications in the curriculum, teachers should use continuous assessment as compared to summative assessment because LADHD have a poor memory which should be assessed immediately and teachers should consider interests of LADHD to learn through accommodating their interests and interests
Funding and lecturer’s research effectiveness in public universities in Uganda: a case of kyambogo university
No full textAdequate research funding is vital for generating and disseminating knowledge, skills
and orientations that are critical to sustainable development. This study employed a
cross-sectional survey method to examine the effect of funding on lecturers’ research
effectiveness at Kyambogo University as a case for other Ugandan public universities.
The study target population was PhD holding lecturers at Kyambogo University. A
sample of 127 was used to collect data using self-administered questionnaire. Data
were analysed using descriptive statistics and Structural Equation Modelling.
Descriptive results reveal that there is moderate level of research funding and
moderate research effectiveness at Kyambogo University. Structural Equation
Modelling result revealed that research funding is statistically and significantly related
to Research effectiveness. It is hereby construed that when the lecturers are availed
with adequate funds to conduct research, they are likely to produce quality research
outputs worth publishing and presenting in national and international conferences.
Since the availability of funding in a university is widely believed to determine the
strengths of other capacity correlates, the study thus recommended further
investigation into research funding and research effectiveness through mediated
relationships by other organisational correlates. Additionally, University education
policy makers and managers in Uganda should secure and commit more funds towards
the research function in public universities like Kyambogo in a timely manner
Physicochemical assessment of the quality of Albendazole tablets on the Ugandan market
No full textxiii, 77 p. : ill. ;Albendazole tablets are listed by World Health Organization as essential medicines effective for treatment for parasitic worm infections and are indeed widely used in many public deworming campaigns in Uganda.
“Albendazole tablets being a high-volume consumption product coupled with the fact that they cure illnesses often referred to as those of the poor make them have a very high risk of being counterfeited. Despite this highly associated risk, there is no comprehensive assessment and documentation available on the quality of Albendazole tablets on the Ugandan market.
In this study, both qualitative and quantitative assessments were performed to evaluate the quality of different brands of Albendazole tablets sold in wholesale pharmacies in Kampala, Uganda. A visual inspection checklist was used for the assessment of the physical attributes and packaging requirements. Ultraviolet-visible spectroscopy (UVS) and High-Performance Liquid Chromatography (HPLC) were used for confirmation of the presence and amount of the Active Pharmaceutical Ingredient (API).”
A total of 40 batches of Albendazole tablets from 10 different brands were collected and evaluated. All brands of Albendazole tablets, except one, had acceptable physical characteristics. All the 10 brands (40 batches) passed the assay test, with average assay values ranging from 95.9 % (383.6 mg/mg) (to 99.5 % (398 mg/mg). Eight (20 %) batches failed the disintegration test. Three brands (30 %) of 10 brands failed the dissolution test with percentage dissolution values ranging from 0.0 % (0 mg/mg to 79 % (316 mg/mg). The most significant revelation of this study was the batches of Albendazole chewable tablets that did not completely dissolve as demonstrated by dissolution values ranging from 0% to 1%.
In conclusion, the Ugandan market had Albendazole tablets of both good and bad quality in circulation. This calls for regulatory enforcement to ensure that all these products that did not meet the specifications are recalled from the market and the manufacturers cautioned
Effects of anthropogenic activities on small-scale fishery of Albert Nile, pakwach district
No full textxvi, 141 p. : ill. (some col.) ;Worldwide, fisheries have declined, Albert Nile total fish catch declined drastically from 5200-2790 (46%) between 2012-2021. Increasing population leads to overfishing and unsustainable land use. Unsustainable land use results into unfavorable climate. Crop failure due to unfavorable climate drive people to over fishing. Unsustainable land use equally negatively effects water quality required for fishery productivity. The study assessed; socio-economic status, land use, land cover change in the catchment, water quality and fishing pressure in small-scale fisheries of Albert Nile. A cross sectional survey design was used to assess socio-economic activities and fishing pressure. Study area was clustered to guarantee homogeneity. A total of 10 Landing sites (20%) were obtained by simple random sampling from each cluster. Disproportionate allocation was used to obtain 223 boats for sampling. 354 fishers responded to socio-economic survey questionnaires and interviews. Catch assessment survey was used to generate data on fishing pressure. Fishing boats systematically sampled, Geographical Information System techniques and tools such as Arc GIS was used to capture and analyse data on land use, land cover change. Documentary review was used to assess water quality. Findings indicated fishing as the most dominant socioeconomic activity. Many youths are dropping out of school to engage in fishing such that 60% of fishers are youth full-primary drop-out. House hold size averaged 10 person/household with 60% of fishers un able to afford 3 meals daily. The study equally revealed that wetland and wood land decreased by 37.7% and 23.5% respectively from 1995-2020. The decline in wetland and wood land has been attributed to increasing demand for agricultural land, over grassing and increased demand for charcoal and wood fuel. According to the findings, Albert Nile water was in a good state with water quality index ranging from (86.5-78.0), however, the concentration of Phosphorus (0.144±0.091mg/l) and total Nitrogen (2.26±0.44mg/l) reflected hypereutrophic status in 2020. The general increase in values for physical parameters and nutrient species over the study period is a sign of deteriorating water quality likely to hamper stock replenishment in the long run. The fishery is overexploited with 80% of fishers engaged in illegal practices characterized by intensified fishing averaging 5 days weekly and 6 hours daily. Meanwhile, Catch Per Unit Effort was as low as 7.0±4.1 kg/boat/day. Fish diversity index was high (H’= 2.31±0.09, E= 0.83±0.03 and D=0.13±0.02), though 80% of the species were categorized as pelagic or immature hence of low economic value. Hydrocinus forskali and Haplochromines species were very rare in the catch or not observed in the catch respectively. It was concluded that limited livelihood options will continue to push fishers into over fishing. unsustainable land use, land cover change will continue to drive people to mount more pressure on the fishery. The changing water quality parameters points to deteriorating water quality required for fishery productivity. Fishing pressure resulting from increased input is overwhelming with potential to disrupt stock replenishment. It was recommended that; socio-economic status of fishers be regularly analysed and used as input for participatory management; land use that is unsustainable be halted; all poverty alleviating programmes to target the fishers so as to reduce pressure on the fishery
Entrepreneurship education, entrepreneurial competencies and self-employment intentions among students of universities: a case of Kyambogo University
No full textxi, 66 p. ;In this study, the relationship between entrepreneurial education, entrepreneurial competencies, and self-employment intentions was examined. Three objectives served as the study's direction: To assess the relationship between entrepreneurial education and self-employment intentions for Kyambogo University graduates, to look into the connection between entrepreneurial competencies and self-employment intentions for current Kyambogo University students, and to assess the predictive value of entrepreneurial education and entrepreneurial competencies for current Kyambogo University. The Theory of Planned Behaviour was used as a guiding framework for the study. To achieve the study objective, a quantitative research approach was used with a case-study design. The study population consisted of 630 students in their final year of Masters and Undergraduate programs. A sample of 234 respondents, representing both undergraduate and Masters students in their final year of study, was used for data collection. The main instrument for data collection was questionnaires. The study conducted quantitative analysis using SPSS 23.0, utilizing correlation and regression. Results revealed that there was a significant relationship between entrepreneurship education and self-employment intention amongst university students (r =.735**). Similarly, it was established that entrepreneurial competencies also had a significant association with self- employment intention (r =.780**). Regression results on the other hand revealed that both entrepreneurship education (Adjusted R-Square =.537) and entrepreneurial competencies (Adjusted R-Square =0.605) positively predicted the variations in self-employment intention. Therefore, it was concluded that entrepreneurship education and entrepreneurial competencies are among the major determinants of self-employment intentions amongst university students. As a result, the study recommends that the education system in Uganda should integrate entrepreneurship education into education syllabi right from lower levels of education as a nurturing process of developing interest amongst University graduates. The nurturing process of university students should be oriented towards enhancing knowledge and skills of graduates on entrepreneurship, change the attitude and some personality attributes of graduates so that they develop a mindset of self-employment intentions and lastly, entrepreneurship curriculum of universities should be modified in consideration of the mode of teaching of entrepreneurship course. The study contributes to the body of knowledge regarding fostering entrepreneurship education and competencies in higher education institutions in Uganda.
Key terms: Entrepreneurship education, Entrepreneurship competencies and Self-employment intention
Predictors of research productivity of academic staff in Kyambogo University: an empirical study based on Mantikayan and Abdulgani’s (2018) Model
No full text19 p. :The research productivity (RP) of academic staff is of utmost significance
as it contributes to the advancement of knowledge, enhances institutional
reputation, facilitates funding opportunities, improves teaching quality,
and enhances societal impact. In this research we aimed to investigate the
predictors of RP among academic staff at Kyambogo University (KyU). Based on Mantikayan and Abdulgani’s (2018) model, we had four study objectives: to examine whether ascriptive, individual, leadership, and institutional
factors predicted RP. Using a positivist research paradigm and a predictive
cross-sectional survey design, data was collected through a questionnaire
survey from 165 academic staff. Multiple linear regression was employed
for data analysis. The findings revealed that ascriptive, leadership and
institutional factors did not significantly predict RP. However, under the
individual factor, it was found that only the constructs of motivation and
research skills were significant and positive predictors of RP. The study
concluded that Mantikayan and Abdulgani’s model lacked a comprehensive
explanation of RP among academic staff at KyU. Therefore, there is a need
for further research to develop a more inclusive model or framework that
can capture the diverse factors influencing RP within the specific context
Constructivist- informed teaching in teacher preparation at teacher training institutions in south eastern Uganda
No full textxvii, 232 p. ;The urgent need in the Ugandan education system is for teacher preparation programme that offer opportunities of constructivist teaching experiences for students to enable them to gain pedagogical content, teaching skills and professionalism. Constructivist- Informed Teaching can guide tutors and students in Teacher Training Institutions (TTIs) to find effective ways to plan, teach and find appropriate activities with an increased importance attached to creative thinking and ability to construct one’s own meaning and knowledge that enables preparation of holistic students for this complex interactive world. The study “Constructivist- Informed Teaching in Teacher Preparation at Teacher Training Institutions of South Eastern Uganda” focused on whether tutors carry out their teaching to enable students to construct their own ideas, knowledge, beliefs and values within the constructivists’ learning environment. The study offers a perspective of teaching that deepens both critical and creative thinking among tutors and students. The purpose of this study was to assess the implementation of Constructivist-Informed Teaching in teacher preparation with the objectives to establish whether the constructivist approaches were being used to teach and prepare students, analyse the application of constructivist principles applied to school practice supervision and to examine the implementation of constructivist- guided coaching in the preparation of students’ professional growth. The study was aimed to enable a crossover the 21st century through the suggested aspects for improvement in teacher preparation. The study explored beliefs, implementation and disparities between practice and Constructivist Theory in teacher preparation. Twenty participants were purposively sampled comprising of tutors and students from three Teacher Training Institutions in South Eastern Uganda. This was a qualitative study with a phenomenological research design where data was gathered using in-depth multiple interviews, observation, and document analysis. Data collection and analysis followed Moustakas procedure of data analysis. The results revealed that tutors continue to rely on traditional approaches in the teaching of students, where the clinical supervision approach is not used during school practice and minimal attention was given to the non- classroom based activities. This research study adds to the body of knowledge about ways in which Constructivist- Informed Teaching supports teaching effectiveness and promotes students’ learning, amplifying the need for reflective practice in instruction at Teacher Training Institutions. Findings from this study will help to improve teacher preparation at the Teacher Training Institutions by supporting ongoing Continuous Professional Development through the use of several constructivists’ practices that include reflection, clinical supervision, constructivist-guided coaching, and other interventions in a proper and professional setting. Additionally, these results will help in the implementation of the National Teacher Policy (2019) and will also support the review of the Teacher Training Institutions’ Curricula being undertaken by the Uganda National Institute of Teacher Education
Assessment of risk management in cost estimation in the building construction industry in Uganda: a case of Kampala city
No full textxvii, 128 p. ;The cost performance of construction projects is a key success factor. However, risks in construction projects make exact budgetary requirements difficult to forecast accurately resulting in underestimation and overestimation. Inaccurate cost estimates have further resulted in unnecessary financial loss to the project stakeholders and loss of reputation and trustworthiness of construction professionals. In Uganda, risk factors are either ignored or subjectively taken care of by simply allowing a contingency figure ranging from 0% to 10% of the project cost. This method is sometimes unreliable and difficult to justify to the project owners. Therefore, there is need for a risk-based cost estimation method that is reliable and justifiable. The purpose of this study was to improve risk management in cost estimation in the building construction industry in Uganda. The risk factors in cost estimation were identified through detailed literature review and then their effect in cost estimation was assessed using severity index. The study revealed that the risk factors with the most severe effects in cost estimation were: inflation, proficiency in estimating, cost of materials, incomplete design and specification, fraudulent practices and kickbacks. The importance index of all the risk factors was computed based on their severity index and frequency index so as to rank them. The study further revealed that the five most important risk factors were: cost of materials, inflation, fraudulent practices and kickbacks, incomplete scope definition, incomplete design and specification. The study proposes a model for risk-based cost estimation that was developed using the Analytic Hierarchy Process (AHP). The total cost of risk estimated by the model for the fifteen most important risk factors in cost estimation in the building construction industry in Uganda represents 59.4% of the total project cost while the average cost of risk represents 4.0% of the total project cost. Sensitivity analysis was used to validate the robustness and consistency of the developed model in calculating the cost of risk. The developed model was verified to be consistent and reliable in calculating the cost of risk.
Keywords: Risks, Risk management, Cost estimation, Risk based cost estimation, Analytic Hierarchy Process (AHP)
Using a blue print in setting UAHEB examinations to enhance practical content in assessment of clinical officer trainees in Uganda
No full textxiii,112 p. : ill. (some col.) ;Following media reports and public complaints about inadequate practical skills among Clinical Officers, senior professionals have attributed the blame to UAHEB assessment that is alleged to be largely theoretical. We conducted Action research to identify and implement strategies for increasing practical content in UAHEB assessment. We then evaluated the effect of using a blueprint in setting on the nature of assessment of Clinical Officer trainees at UAHEB. We conducted an Action Research involving UAHEB secretariat staff, principals and directors of Clinical Officer training schools, tutors and instructors, setters, moderators, proof readers, and Clinical Officer trainees. We reviewed UAHEB past examinations, conducted a work process analysis, future workshop, and implementation workshop. We used a pre-tested questionnaire to assess stakeholders’ satisfaction with the use of a blueprint to set UAHEB examinations for Clinical Officer trainees. Past UAHEB examinations contained 40.7% practical content across the three years of study and 38.5% in examinations for the First Year of study. Setting test items was identified as the most critical step to address the problem. Using a blueprint in setting UAHEB examinations was identified as the most effective strategy to increase practical content in UAHEB assessment. In this study, a blue print means a tabulated plan outlining curriculum content, ranked according to significancy and specification of actions that the trainee is required to demonstrate in an assessment. Practical content in UAHEB assessment for the First year of study increased from 38.5% to 52.5% when a blueprint was used in setting assessments for Clinical Officer trainees. Therefore, using a blueprint in setting test items for the assessment of Clinical Officer trainees is an effective strategy to increase practical content in assessment at UAHEB. There is need to emphasize practical content while setting test items for DCM trainees, and UAHEB should train and support examiners to develop and use Test Blue Prints in setting test items for the assessment of clinical officer trainees and UAHEB should adopt using a Blueprint in setting test items for all her programs
Optimizing computer supported collaborative learning within higher education: insights from student collaboration on take-home group tasks in Uganda
No full textThe growth in computer-supported Collaborative learning (CSCL), especially in higher education,
has attracted many research studies. However, there remains a paucity of empirical studies on
how it can be taken up within higher education in real-world settings. This study, undertaken with
undergraduate students in a Ugandan university, takes up Design Based Research, specifically
using Google docs, to provide an empirical example, illuminating how teachers can optimise
technology as informed by the SAMR model in order to support Collaborative learning towards
the attainment of higher order thinking skills. The study generated some design principles
which can be used to inform CSCL. These principles, undergirded by the imperative for
teachers to support learners in CSCL, include the provision of a feedback loop to enable learner
support; designing in ways that cater for diverse learner styles; tracking and rewarding student
contributions; supporting learners to explore and optimise the affordances of tools to complement
each other as well as using technology in ways that allow for progression in students’ thinking as
well as in their technological skills. The study has implications for teacher training, particularly
the inclusion of technology as a key component in solving educational problems within their
practice. Specifically, teacher education programmes should ground pre-service and in-service
teachers in theoretical frameworks which can support their practice