EANSO East African Nature and Science Organization Journals
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Strategies Employed by Teachers in Forming Groups to Facilitate Group Learning in Selected Primary Schools in Uganda
Full text linkThis study explores the strategies used by teachers to form groups that facilitate effective group learning in primary schools in Uganda, guided by Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory. A qualitative exploratory case study design was employed, utilizing interviews, focus group discussions (FGDs), lesson observations, and lesson plan analyses to gather comprehensive insights from both government-aided and private primary schools. Findings indicate that teachers predominantly employ mixed-ability, size-oriented, and random group formation strategies to enhance collaboration and accommodate diverse learner needs. However, the study identified significant gaps in teachers' skills for structuring group activities, particularly in aligning group composition with cognitive, social, and affective learning objectives. The lack of standardized guidelines and adequate training on effective group formation strategies emerged as a barrier, limiting the full potential of group learning pedagogy. The study contributes to educational pedagogy by highlighting the contextual factors influencing group formation strategies in Ugandan primary schools, revealing disparities between teacher practices and optimal group learning conditions. It emphasizes the need for targeted professional development programs to enhance teachers' competencies in group facilitation, alongside increased investment in instructional resources to support structured group activities. Recommendations include implementing comprehensive training on cooperative learning techniques, developing standardized guidelines for group formation, and promoting flexible classroom arrangements to support interactive learning. Future research should explore the long-term impacts of group formation strategies on both academic performance and social skill development, assess the effectiveness of various grouping methods across diverse educational contexts, and examine the role of cultural factors in shaping group learning dynamics. Addressing these gaps will inform evidence-based practices and policy decisions aimed at optimizing group learning pedagogy in primary education
A Critical Analysis of Early Childhood Education Curriculum Reforms in Uganda. A Case Study of Buloba Primary Teachers College, Uganda
Full text linkThis exploratory qualitative case study critically examined the impact, challenges, and effective implementation of Early Childhood Education (ECE) curriculum reforms, with a focus on Buloba Primary Teachers College in Uganda. Anchored in social constructivist theory, the study sought to: (1) analyze the impact of ECE curriculum reforms on teaching methodologies; (2) identify challenges faced by educators in implementing the reformed ECE curriculum; and (3) explore strategies to enhance the effectiveness of these reforms among students. These objectives were addressed through three guiding research questions: How have ECE curriculum reforms influenced teaching practices? What challenges do educators face in implementation? And to what extent are the reforms contextually relevant to Uganda’s cultural and social landscape? To answer the research questions, a qualitative case study design was employed. Data were collected through interviews, focus group discussions, and classroom observations involving 45 participants. The collected data were rigorously analyzed using thematic analysis, which involved systematically identifying, coding, and interpreting patterns and recurring themes across the data set. This method enabled the researcher to uncover both explicit and latent meanings within participant narratives, and to develop a nuanced understanding of how curriculum reforms are experienced and enacted in the college context. The findings revealed that the ECE curriculum reforms have significantly enhanced child-centred learning, interactive teaching strategies, and inquiry-based, experiential learning. These pedagogical shifts led to improved learner engagement and observable cognitive, emotional, and social development among student teachers. The study concludes that ECE curriculum reforms have successfully initiated a transformation from traditional, teacher-dominated instruction to more interactive and learner-driven pedagogies. Nonetheless, the sustainability and impact of these reforms depend on overcoming institutional and resource-related barriers. The study recommends increased government funding to strengthen infrastructure and resource availability in Primary Teachers’ Colleges. Additionally, the institutionalization of continuous, context-specific professional development programs for tutors is essential. Finally, integrating culturally responsive pedagogical frameworks and support systems will ensure that ECE reforms are locally relevant and sustainably implemented across Uganda’s diverse education contexts
Home-School Communications and Pre-Primary School Learners’ Acquisition of Core CBC Competencies in Kisii County
Full text linkThis paper presents findings from a study conducted in Kisii County, Kenya, aimed at examining the relationship between home-school communication and the acquisition of core competencies among pre-primary school learners. Acquiring these competencies in the early years is essential, as it lays a solid foundation for continued learning at higher levels of education. Despite global evidence indicating that many learners struggle to meet expected competencies at various educational levels. Limited research in the Kenyan context and particularly in Kisii County has focused on the role of parental involvement in supporting the acquisition of core competencies at the pre-primary level. Yet, effective acquisition of competencies during this stage is critical for learners’ academic success in both current and future educational levels. The study specifically sought to explore how home-school communication influences the acquisition of core competencies among learners in Pre-Primary two (PP2). Epstein’s (2005) theory of parental involvement provided the theoretical framework for the study. An ex post facto research design was adopted and implemented through a mixed methods approach. The study targeted a population of 702 public PP2 schools and along with 25,105 parents of PP2 learners. Through purposive, cluster, and stratified sampling techniques, the researcher selected a main sample referred as Set 1 comprising 248 teachers and 378 parents from whom quantitative data were sourced using questionnaires. Additionally, a sub-sample of 30 parents was drawn and organized into six focus groups of five participants each, providing qualitative data through Focus Group Discussions. The data collection instruments were pre-tested in two PP2 schools to ensure reliability and validity. Content validity and the split-half method were applied, resulting in a reliability correlation coefficient of 0.8. Qualitative data were analysed thematically using verbatim transcripts, while quantitative data were summarized and organized using descriptive statistics such as frequencies. To test the study's hypothesis, inferential statistics including Pearson Moment Correlation and multiple regression analysis were employed to examine both the relationship and its strength between the independent and dependent variables. The results revealed a positive and statistically significant correlation between parental home-school communication and learners’ acquisition of core competencies (r = .639, n = 369, p < .01). Based on these findings, the study concluded that effective home-school communication significantly contributes to the development of CBC core competencies among PP2 learners. Consequently, the study recommends that key stakeholders in the education sector should create more opportunities for parental involvement in home-school communication. Furthermore, workshops should be organized to sensitize parents on how to effectively engage with school activities, thereby supporting improved acquisition of core competencies among young learner
Enhancing Geometry Learning: The Impact of Jigsaw Cooperative Strategy on Ghanaian Senior High School Students' Understanding of Circle Theorems
Full text linkGeometry plays a crucial role in mathematics education, yet Ghanaian senior high school students consistently struggle with mastering geometric concepts, particularly circle theorems. This study investigates the effectiveness of the jigsaw cooperative learning strategy in enhancing students’ comprehension and performance in circle theorems. Guided by Vygotsky’s sociocultural theory, which underscores the importance of peer interaction in learning, this quasi-experimental study was conducted in two senior high schools in the Ashanti Region of Ghana. The study comprised 196 students divided into two groups, an experimental group that received instruction through the jigsaw method and a control group that followed traditional teaching approaches. Data collected included pre-tests and post-tests scores and were analysed using a non-parametric Mann-Whitney U test. Findings revealed a significant improvement in students' understanding of circle theorems in the jigsaw group compared to the traditional group, with effect sizes indicating a moderate to large impact. The study concludes that cooperative learning strategies, particularly the jigsaw method, promote active engagement, peer teaching, and deeper conceptual understanding. The findings have implications for mathematics curriculum development and pedagogical practices in Ghanaian school
Influence of Participatory Leadership on the Quality of Education in Higher Education Institutions in Uganda: A Case Study of Kabale University
Full text linkThis paper examines the influence of participatory leadership on the quality of education in higher institutions in Uganda. The objectives of the paper are to (i) examine the impact of participatory leadership on education quality in higher institutions, (i) establish the challenges hindering the adoption of participatory leadership in higher institutions in Uganda, and (iii) propose evidence-based strategies to encourage participatory leadership in Uganda’s higher institutions. The study was carried out using a narrative research design to gather in-depth insights into the contribution of participatory leadership to the quality of education with reflections from the Systems Theory. Findings revealed that participatory leadership in higher institutions fosters a sense of ownership, engagement, and empowerment, enhances productivity and efficiency among staff members, especially in the area of research and innovation, and increases student engagement in the learning processes. Thus, concluding with a call for a shift in the traditional leadership styles in institutions of top-down management system which has existed for a long time, cultural attitudes towards authority are entrenched in leadership styles in higher institutions of learning and need to mitigate the negative attitude in engaging in participatory leadership by students and other staff members. It is recommended that policymakers should revise institutional governance frameworks to mandate participatory leadership which will ensure that policies explicitly require student and staff involvement in decision-making. Administrators must move beyond token participation by embedding inclusive leadership into daily operations. Lecturers should adopt participatory approaches in both teaching and governance by involving students in curriculum design, assessment methods, and classroom policies. Students should proactively seek leadership opportunities, whether through student government, feedback committees or research collaboration
Field evaluation of Yorkool ®, a long-lasting insecticidal net after 12 months of use in Seme, Kisumu County, Kenya
Full text linkBackground: Physical integrity and insecticidal efficacy of long-lasting insecticide-treated nets (LLINs) is influenced by the handling practices during use. This was an evaluation of Yorkool® pyrethroid-based LLINs after 12 months of use to determine the washing and drying practices, physical conditions and bio-efficacy. Methods: This was a cross-sectional household survey in an area where rectangular Yorkool® a pyrethroid LLINs were distributed during national mass net distribution campaign in 2021. Questionnaires were used for data collection and bioassay tests were done from thirty randomly selected nets. Results: 262 household heads were interviewed with their mean age being 46.9 years (SD 17.4 years) and level of education was mainly primary (70.2%). Most households (71.8%) had 1 to 2 sleeping spaces. The households had a total 468 LLINs with 95.1% having been washed at least once. About three-quarters (74.4%) of the LLINs had been washed using local bar soap, with 99.6 % having not been scrubbed on hard surface during washing and 72.1% were dried under a shade. Those evaluated for physical integrity and had at least one hole made up 77.8% of the nets and 57.2% were too torn and requiring replacement. Bio-efficacy test recorded a mean KD of 92% after 1 hour, and mean mortality of 86% after 24 hours. The nets that passed the WHO efficacy cut off for mortality (≥80%) after 24 hours were 83.3% and 70% passed the KD (≥95%) cut off after 1 hour. Conclusions: While more than a half of the Yorkool® LLINs needed replacement due to poor physical integrity after one year of use in the households, the bio-efficacy of the LLINs was relatively high with the mortality on vectors meeting the WHO threshol
Effect of Climate Change on Diarrhoea Diseases among Under-Five Children: A Scoping Review
Full text linkBackground/ objective: Diarrhoea diseases continue to pose a serious threat to worldwide public health, especially among under-five children. This review paper aims to pool together the accessible evidence regarding the impacts of climate change on diarrhoea disease among under-five children. Methods: This review paper utilises PubMed, Scopus, and Web of Science to collect data from original articles published globally between 2010 and 2024. Initially, 150 articles were downloaded, and after screening using Rayyan software, 29 articles were selected based on eligibility criteria. The study follows the PRISMA statement as its protocol and conducts qualitative data analysis. Results: Maximum temperature and extreme rainfall were significantly associated with increased incidences of diarrhoea among those under five in 69% of the articles reviewed. Meanwhile, 31% of the publications also addressed the effects of seasonal changes and extreme events such as heat waves, droughts, and flooding on diarrhoea episodes in this age group. The reported incidence of diarrhoea among children under five ranged from 0.19% to 74.2% across different regions. Conclusions: There is a strong positive correlation between under-five diarrhoea and various meteorological factors, such as temperature and heavy rainfall, as well as extreme events (drought, flooding, cyclones, and heat waves). The findings demonstrate the urgent need for public health intervention
Enhancing School Health Services: The Importance of Health Appraisal for Secondary School Students in Warri Metropolis
Full text linkPromoting healthful living and health appraisal of students and staff in schools is one of the duties of the school health services. This study was designed to find out the socio-economic indices of healthful living of school health appraisal on the health status of students in some selected schools in Warri Metropolis. The survey research design method was adopted and delimited to public secondary school students in Warri Metropolis. 150 respondents were randomly selected from fifteen (15) schools for the study. A Questionnaire of 19 items statement whose reliability was 0.74, was used for data collection. Data analysis was done using percentage and chi-square test at the 0.05 level of significance. Findings from the study revealed that there are significant socio-economic indices of school health appraisal on the health status of students. It was revealed that identification of common health problems and students maximally being involved in the school health programme were found as socio-economic indices are significant on students’ health status. The study recommended that school management, in collaboration with PTA and government, should endeavour to sustain and promote the school health service unit with the necessary equipment and funds available for efficient health appraisal services in school
Analysis of Urban Green Spaces Using Support Vector Machine in Urban West Region of Zanzibar
Full text linkIntegrating remote sensing techniques with Machine learning-based methods is crucial for analyzing land spatial structures. This study employs the Support Vector Machine to analyze Urban Green Space in the Urban West Region of Zanzibar. The analysis focused on evaluating Support Vector Machine performance in remote sensing imagery classification, assessing green landscape connectivity, and examining geospatial green change trends over 10 10-year periods. The findings revealed that the accuracies of the Support Vector Machine classification exceeded 0.9, making it suitable for further analysis. Thematic maps generated from the study visualize low green connectivity with poor spatial patterns of green patches in the west of the Urban West Region, primarily due to the higher density of buildup areas. The analysis also indicates the absence of green corridors to enhance connectivity between the patches. Additionally, approximately 0.019% of green area coverage was lost between 2009 and 2018, attributed to shoreline damage along the coastal zone of the eastern side of the Urban West Region. The transition of green spaces, such as trees, shrubs, and grass, into low-density buildup areas and, subsequently, into high-density buildup areas was significant. This transformation poses potential challenges, including increased air pollution and mental health concerns. To address the green challenge issues, the Urban Municipalities of Zanzibar must implement robust strategic plans to preserve and enhance Urban Green Space; such initiatives are essential for promoting sustainable urban development in Zanzibar and mitigating the adverse effects of urbanization on green spaces and overall environmental quality
Heat Exchanger Network Synthesis Using Node-based Non-Structural Model With Enhanced Dynamics for Stream Matching
Full text linkNode-based nonstructural models (NNMs) for heat exchanger network (HEN) synthesis realize flexibilities for stream matching across the entire ranges of process streams, as the concept of stages is not used. These models can also accelerate the efficiency of optimization algorithms. However, since nodes are considered to be in fixed positions, heat exchangers tend to crowd in the feed regions of the process streams during the later stages of optimization. This crowding hinders the generation of new heat exchangers in those areas, eventually interrupting the randomness of the NNM and impeding structural optimization. This paper proposes a mechanism for adding split groups within existing node groups in process streams to allow for freer generation of new stream matches and reduce exchanger clustering. The random walk algorithm with compulsive evolution (RWCE) is utilized for HEN optimization. The algorithm is particularly suitable because it can evolve only existing heat exchangers while also generating new ones independently. Examples from the literature are solved to illustrate the applicability of the proposed modifications to NNM and the results compare well with solutions reported in the literatur