EANSO East African Nature and Science Organization Journals
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Examining the Roles of State and Non-State Actors in Promoting Inclusive Primary Education in Mangala IDP Camp, Central Equatoria State of South Sudan
Get PDFThe global humanitarian crisis is worsening due to human-caused conflicts, leading to a significant increase in internal displacement worldwide. However, inclusive education plays a significant role in resolving humanitarian crises and in any society transformation. The purpose of this study is to examine the roles of state and non-state actors in promoting inclusive primary education in Mangala IDPs Camp in Central Equatoria State of South Sudan. The qualitative research design fitted the study to describe the state of affairs on the people's opinions about the roles of state and non-state actors and challenges facing them in promoting the inclusive primary education in Mangala IDPs Camp. The study was based on using open-ended structured questionnaires and key informant interviews to collect data from 40 respondents as the sample size. Data was analysed using content analysis and presented in tables, graphs and charts. The study findings reveal that State Actors’ roles include provision of educational services and protection of IDPs and Staff from social harassment and humiliation and to reverence human rights in Mangala IDPs Camp. Furthermore, Non-State Actors' roles were to help carry out a back to learning campaign, provide collaboration with government security personnel, provision of capacity building and training of teachers and provide stationery. Based on the research questions, the study concluded that both State and Non-State Actors are actively involved in the promotion of inclusive primary education. The study also found that primary education in the Mangala IDPs Camp enjoyed the educational support from the non-state actors, as illustrated by the present NGOs in the Camp. The study recommends that the government strengthen and enforce free and compulsory education in IDP camps and intelligence education implementers from funds to other programs
Teachers of Mathematics: Induction and Its Effect on CBC Implementation and Mathematics Performance among 4th Grade Pupils in Machakos Sub-County, Kenya
Get PDFDespite the introduction of the Competency-Based Curriculum (CBC) aimed at improving practical skills and competencies, persistent problems remain, including inadequate teacher training, limited resources, and large class sizes. The research was guided by the objective of establishing how Mathematics teachers' induction on CBC affects performance in Mathematics; the study adopted the constructivist theory of learning. This study employed a mixed-methods research design. The target population included all primary schools, head teachers, 4th grade mathematics teachers, and 4th-grade pupils from both public and private primary schools. The sample size consisted of 64 public primary and 17 private schools, 24 head teachers, 24 4th grade mathematics teachers, and 337 4th-grade pupils. A Simple random sampling technique was used to select respondents. The reliability of the instruments was assessed using Cronbach Alpha. The quantitative data were analysed in percentages and frequencies using SPSS Version 28, while qualitative data was analysed using Thematic Analysis. The results of the study demonstrated that teachers were adequately inducted on CBC. The study recommends that the Ministry of Education should create comprehensive and ongoing professional development programs that focus not only on the theoretical aspects of the Competency-Based Curriculum (CBC) but also on practical application in the classroom. They should ensure that schools have sufficient teaching resources and materials aligned with the CBC framework, implement robust accountability systems for teachers to ensure consistent participation in professional development programs and adherence to CBC standards, and encourage schools to actively involve parents and communities in the learning process, especially in mathematics educatio
Implementing History Curriculum in Basic Schools: Techniques and Challenges
Get PDFEffective nurturing and adding worth to our customs, traditions, and culture signalise the significance of History in the school curriculum. History is a potent subject that requires the employment of diverse techniques to motivate learners' desire to understand the subject. Nevertheless, History as a subject has been plugged with a myriad of challenges that need to be addressed swiftly. The study sought to inquire about the effective implementation of the History curriculum in basic schools. A descriptive survey research design was adopted. A convenience sampling technique was used to gather data from 32 public school History teachers who resided in the municipal educational circuit with the researchers. Three independent experts in History education who did not have an interest in the study scrutinised the questionnaire items to ensure face, content and construct validity. Data were analysed using frequencies and percentages. The findings of the study showed that History teachers most of the time employed discussion, brainstorming and lectures during instructional delivery. However, debates and field trips were the least practised instructional delivery techniques. Also, inadequate teaching and learning resources, poor continuous professional development of teachers, inadequate funds for field trips, and limited content knowledge of History teachers were some challenges that limit the effective teaching and learning of History in basic schools. The study recommended that adequate provision of teaching-learning aids, in addition to continuous professional development for teachers, would improve their content knowledge in the subject. This would further improve the implementation of the History curriculum
Laboratory Materials Usage and Physics Practical Skills Acquisition among S.3 Students of Isingiro North County, Isingiro District
Get PDFThis study examined the relationship between laboratory material usage and physics practical skills acquisition among Senior Three (S.3) students in Isingiro North County, Isingiro District, Uganda. The main objective was to evaluate the practical effect of laboratory material usage skills acquisition. The specific objective was to assess the extent of laboratory material usage among Senior Three (S.3) students in Isingiro North County, Isingiro District. A descriptive cross-sectional design was used, targeting 480 S.3 students, 12 physics teachers, and 6 laboratory attendants from six secondary schools. A sample of 162 participants was selected using stratified random and purposive sampling. Data were collected using questionnaires, interviews, and observational checklists, and analysed using SPSS for quantitative and thematic analysis for qualitative. Key findings revealed inconsistent laboratory material adequacy, with 40.3% of students reporting sufficient apparatus, but 86.8% lacked access to ICT tools. The study concluded that while basic laboratory resources were available, their inadequacy and the near-total absence of ICT tools hindered effective practical learning. Although students possessed basic skills, they struggled with advanced competencies like error analysis and independent experimentation. The study recommends increasing laboratory material quantities, investing in ICT infrastructure, and training teachers in resource utilisation. Policymakers should allocate targeted funding to rural schools to reduce resource gaps and improve physics practical learning outcomes
The Role Performance Levels of Novice Head Teachers in Ugandan Secondary Schools
Get PDFBackground: Effective school headship shapes teaching and learning, yet many novice head teachers in Uganda assume office with limited preparation. Methods: This convergent mixed-methods study surveyed 287 novice head teachers and interviewed 14 stakeholders (District Education Officers and MOES officials) in Central and Western Uganda. Quantitative data were analysed using descriptive statistics and Pearson correlations; qualitative data were thematically coded. Results: Administrative competencies were rated highest (e.g., managing operations M=3.93, SD=1.11; budgeting M=3.89, SD=1.15; planning M=3.86, SD=1.18). Instructional leadership and stakeholder engagement were moderate. Overall role-performance averaged 45.97 (SD=11.11). Performance was positively associated with experience (r=.184, p=.002) and varied by school ownership and region. Interview data highlighted inconsistent induction, limited mentoring, and bureaucratic delays—especially in government and rural schools. Conclusions: Novice head teachers report confidence in administration but require targeted support in instructional leadership and community engagement. Implications: National induction, structured mentoring, and governance reforms that increase school-level autonomy and timely resourcing could strengthen leadership effectiveness and, ultimately, student outcome
Prevalence of Risky Sexual Behaviours among Young Adults attending Urban Universities in Uganda
Get PDFRisky sexual behaviours (RSBs) among young adults are a worry in Ugandan Universities. These are actions that heighten the likelihood of acquiring Human immunodeficiency virus (HIV), other Sexually Transmitted Infections (STIs), and unintended pregnancies among young adults. This study examined the prevalence and forms of RSBs among young adults in Ugandan universities. The research targeted students aged 18–25 years from 4 universities in Kampala. A mixed-methods concurrent design was employed, involving 527 randomly selected students. Quantitative data were collected using a structured self-administered questionnaire, while qualitative insights were obtained through focus group discussions with peers and student leaders. Quantitative data were analysed using SPSS Version 23 to generate frequencies and percentages, whereas qualitative data were interpreted using Interpretative Phenomenological Analysis. Findings indicated that 346(65.7%) students had previously engaged in sexual activity, and 330(62.6%) were sexually active at the time of the study period. Male students were more likely to engage in RSBs 185(74.0%) compared to females 16(58.1%). With over 60% of participants actively involved in RSBs, the prevalence highlights significant exposure to STIs, including HIV, and unintended pregnancies. The study concluded that RSBs were highly prevalent among young adults in Ugandan universities. The study recommends urgent targeted interventions, including comprehensive peer-led sexual and reproductive health education and the establishment of youth-friendly health services like contraceptive clinics. These measures would empower students with the knowledge, skills and resources to reduce RSBs and improve their sexual health outcomes
Effect of Active Teaching and Learning Methodologies on the Academic Achievement of Learners in National Teachers’ Colleges in Uganda
Get PDFThe study examined the effect of Active Teaching and Learning (ATL) methodologies on the academic achievement of learners in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were two-fold: i) to examine the effects of learning stations on the academic achievement of learners in NTCs in Uganda, ii) to analyse the effect of project-based learning on the academic achievement of learners in NTCs in Uganda. The study adopted a cross-sectional design and was underpinned by pragmatist philosophy with an explanatory sequential type of mixed methods approach. Tools for data collection included questionnaires, which were administered to lecturers and students. Interviews were held with selected Ministry of Education officials, institutional heads and Enabel staff. Document review of academic award meeting minutes and portfolios was also done. Data was collected from 681 respondents. Quantitative data were analysed using SPSS version 29, while qualitative data was analysed in themes to draw conclusions for the study. Results revealed that there was a strong positive correlation between learning stations and skills learners acquire at learning stations at P<0.01. Further, there was a strong positive correlation between project-based learning and technological skills acquired by learners at P<0.01. It was concluded that, whereas the learning stations were appreciated for promoting peer support, they consumed a lot of time, especially for large classes, and required a lot of technical support from the teacher to learners. The study recommended continuous professional development for teacher trainers, which may help them to apply Active Teaching Learning methodologies effectively for better academic achievemen
Teachers' Knowledge of CBC Formative Assessment Practices in Selected Public Secondary Schools in Mpigi District, Uganda
Get PDFThis study explored teachers' knowledge of Competence-Based Curriculum (CBC) formative practices in selected Mpigi District public secondary schools, Uganda. The study aimed at exploring teachers' knowledge of Competence-Based Curriculum (CBC) formative practices in selected Mpigi District public secondary schools, Uganda. A cross-sectional exploratory qualitative approach was employed, involving purposive sampling of Head teachers, teachers, and NCDC, UNEB Education officials. Data collection methods included in-depth interviews, observation checklists, and documentary reviews, analysed using thematic analysis facilitated by ATLAS.ti Version 25. Findings reveal that teachers' knowledge of CBC formative assessment practices falls short of required standards. The study recommends targeted CPD training and retooling for teachers through seminars, workshops, conferences, benchmarking, and other capacity-building programs to effectively implement the CBC curriculum, findings further show that the majority of participants highlighted that teachers' knowledge in implementing CBC formative assessment falls short of required standards. The study recommends targeted training and retooling for teachers through seminars, workshops, conferences, benchmarking, and other capacity-building programs to effectively implement the CBC curriculum in study areas and Uganda at large. Teachers in Mpigi District selected public secondary schools have a basic understanding of Competency-Based Curriculum Formative Assessment (CBCFA) practices. However, their knowledge is constrained by a reliance on traditional focused methods
Fostering Student Engagement Through Academic Interest: Understanding Its Central Role in Belonging and Participation in High School
Get PDFThis study investigated the relationship between academic interest and student engagement among Senior Three (S.3) students in selected secondary schools within Wakiso District, Uganda. It focused on how intrinsic motivation affects the cognitive, emotional, and behavioural aspects of learning, especially the sense of belonging and participation. Guided by engagement theory and Hidi and Renninger’s four-phase model of interest development, the research used a quantitative correlational design. Data were collected through structured questionnaires given to a sample of 297 students, chosen using a proportionate stratified random sampling method. Pearson’s correlation analysis showed significant positive relationships between academic interest and overall engagement (r = .605, p < .01), sense of belonging (r = .543, p < .01), and participation (r = .480, p < .01). Stronger correlations were also found between sense of belonging and engagement (r = .862, p < .01), and between participation and engagement (r = .836, p < .01). These results highlight the important role of academic interest in encouraging meaningful school engagement. The study recommends promoting student interest through learner-centred teaching, relevant curricula, and inclusive learning environments. The implications for educational practice and policy emphasise the importance of academic interest as a key factor in increasing engagement and improving academic outcome
Effect of Soil Priming on Degraded Forest Soil and Early Growth of Garcinia kola (Heckel) in Derived Savannah Belt, Delta State, Nigeria
Get PDFDeforestation poses a serious challenge to tropical soil fertility and complicates the regeneration of degraded forests with recalcitrant indigenous tree species. Soil priming with aquatic ecosystem-enriched matters, for seeds and cytoplasmic activities, supports, offers a nutrient imbuing technique in the tropics. This study investigated the priming capacity of degraded forest soils with diverse aquatic ecosystem sands for the early growth of Garcinia kola. Flood Plain (FP), River Sand (RS) and Degraded forest (DS) soils were processed, analyzed for physico-chemical properties and five (5) primed soil types of 25-75, 40-60, 50-50, 75-25, and 75-30 volume/volume with (FP-DS) and (RS-DS) bases formulated to contrast 100 v/v FP, RS and DS for Garcinia kola growth. Growth characteristics of seedlings were monitored, and collected data subjected to analysis of variance, while significant means were separated with the Duncan Multiple Range Test at 5%. Results showed significant differences (p < 0.05) in pH (CaCl2), exchangeable acidity (DS > RS = FP), total exchangeable base (RS > DS > FP) and effective cation exchange capacity (RS > DS > FP) to influence the highest epigeal germination rate (66.67 ± 24.03%), and largest leaf surface areas (2.83 ± 0.18 cm2) at 8 and 13 weeks after planting respectively by the 50-50, 40-60 and 25-75v/v FP-DS primed soil types. Thus, underscoring FP-base as a potential augmentation product for the priming of degraded tropical forest soil in pursuit of dormancy breakage, viz-a-viz shortened gestation period in the regeneration of Garcinia kola