Faculty of Education

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Analysis of economic factors responsible for school dropout in rural universal secondary schools of Western Uganda
(American Journal of Sciences and Engineering Research, 2022-02-14) Bukirwa, Joyce Rebecca; Badru, Musisi
This paper seeks to analyze the economic factors that are responsible for school drop out of Universal Secondary Schools in Uganda. The research was carried out from twenty five USE schools in Western Uganda. The schools were chosen because they are government aided (carrying out Universal Secondary Education program. All these schools are day schools, normally such schools where children of the poverty stricken peasants go to because of the inability to meet the high costs of boarding schools. Therefore, they portrayed a fair picture on the research problem. The study was guided by the following objectives; to find out whether parents do provide their children with scholastic materials like books, pens; to establish whether most students have lunch at school in USE schools; to find out whether charging fees influences students drop out in USE schools in Western Uganda and to find out whether students drop out of school because of child labor. A descriptive cross sectional survey research design was adopted with both qualitative and quantitative approaches. Both qualitative and quantitative approaches were used to collect, present and interpret data as a way of enhancing the quality of the findings of the study. Conclusions and recommendations are highlighted.
Covid-19 induced psycho-social challenges: implication for Christian families in Uganda
(Scientific Research Publishing, 2025-01-08) Bukirwa, Joyce Rebecca
The experiences of Covid-19 are varied in different individuals. It is noted that some families nursed people with Covid-19, others lost family members during the pandemic while others only witnessed these from a distance either on radios, television sets or social media. Regardless of the circumstances, individuals reported experiencing pain, fear, and hopelessness during the pandemic. This study sought to explore the Covid-19 induced psycho-social challenges faced by different people from Christian families. A case study was carried out in six families where adults and children were interviewed for personal experiences. The findings revealed that all people whether female adults, male adults, priests and children expressed great fear and anxiety. Therefore, a mitigation strategy was put in place by the researcher to support the survivors in getting onto their feet again and also to avoid prolonged grief disorders amongst the bereaved families.
Effective assessment of generic skills in Uganda's secondary schools
(East African Journal of Arts and Social Sciences, 2025-02-20) Bukirwa, Joyce Rebecca
The curriculum for each level of education in Uganda is clear and sequenced to cater for the learners' needs that embrace it. However, many products of this curriculum fall short of the labour market expectations because school leavers lack the competencies compatible with the 21st century. A multitude of educationists in Uganda have emphasized the need to develop 21st-century skills as the main focus of the education system. Indeed, the National Curriculum Development Center has integrated these skills into the lower secondary education curriculum and has particularly referred to them as generic skills. This study aimed at the effective assessment of generic skills in Uganda’s secondary schools. The objectives of the study included; highlighting the key generic skills needed in Uganda’s schools as emphasized in the lower secondary education curriculum; suggesting effective ways of assessing generic skills and identifying the challenges of assessing generic skills. Narrative literature review method was adopted and content analysis of peer-reviewed articles was used. In content analysis, themes in tandem with the objectives were used to present data, making it possible to interpret the results as the researcher reflected on the informants’ statements on the subject. The study revealed that the lower secondary education curriculum provides the learners with generic skills that include critical thinking and problem-solving; creativity and Innovation; communication, Cooperation and self-directed learning; and Numeracy and ICT. These skills are embedded in the subject syllabuses and teachers are expected to assess them using the learning outcomes. Formative assessment and summative assessment are carried out by individual teachers and UNEB respectively. Challenges exist in assessing a large number of learners by individual subject teachers and yet some teachers lack the competencies to be assessed. Most teachers and parents prefer the traditional methods of assessment. The study concluded and stressed the urgent need for a paradigm shift from current assessment strategies to those techniques that promote the assessment of generic skills specifically. The study recommended teachers become mentors to support the development of these skills in the learners; introduce peer mentors from among senior students; and conduct peer assessment and self-assessment in addition to teacher assessment.
Managing attention and emotions of learners at the beginning of a core science lesson in secondary schools in Uganda
(American Journal of Sciences and Engineering Research, 2023-02-15) Bukirwa, Joyce Rebecca
Performance in science subjects has always been a great concern to many stakeholders and many studies have been carried out to address this concern. Improving the quality of teaching and learning in the 21st Century requires the highest quality of teaching and professional training. This study focuses on how teachers start lessons of core science subjects and how students feel about it. The preferences of the learners on how core science subjects should be started are highlighted. For many years researchers and teachers have tried to find the secrets of successful teaching. Although there are many factors that influence learning, there can be considerable variations in the local context in which the teachers work. Indeed teachers manage their science classes skillfully. The principle aim of this study, therefore is to give the fresh teachers some basic notions and precepts about beginning a core science lesson and also to enable experienced teachers of core science subjects to examine their own practices and it is hoped, improve it. The study was guided by the following objectives; to establish from teachers how they begin lessons in core science subjects; to identify students' preferences on how to begin a core science lesson and to find out from students what stimulates their concentration at the beginning of a lesson. Two hundred(200) students and eighty (80) teachers of core science subjects participated in this study. A cross-sectional survey research design was used and stratified sampling was used in selecting the secondary schools to participate and the strata included three(3) girls only schools, three(3) boys only schools and four (4) mixed schools. Simple random sampling was used to select senior four students to participate in the study while purposive sampling was used in selecting the subject teachers for this study.
Mentoring teacher trainees in universities in Uganda: a dimension of continuous supervision of school practice
(American Journal of Sciences and Engineering Research, 2022-01-17) Bukirwa, Joyce Rebecca; Musisi, Badru
While the globe is faced with COVID-19 pandemic, there are reforms that need to be advanced to ensure continuity in education while maintaining the standards of quality. Uganda’s university curriculum for teacher training provides for two school practice placements for student teachers before they can qualify to register as professional teachers by the ministry of education and sports. The fact that schools are being opened in a staggered way with increased online teaching and learning this has limited the exercise of student teachers moving into schools to carry out school practice. There is need for Teacher educators to devise new ways of helping the students to attain the objectives of the curriculum to which they were admitted and fulfill the requirements of professional training. This paper draws stakeholders’ attention to such important matter of mentorship for teacher trainees in Ugandan universities and a model is hereby provided as a way forward. A framework of assessment is suggested to enable adaptability of the contents of this model. This paper has adopted a documentary review methodology and has been guided by the following objectives. To describe the mentorship role of a Lecturer at the University; To analyze mentorship in schools; To examine the process of mentoring student teachers at the universities; To develop a mentorship model for teacher training at University and Assessment of School Practice under mentorship.
Therapeutic painting and sexual violence expressed by students in selected secondary schools in Bundibugyo District in Uganda
(East African Journal of Arts and Social Sciences, 2023) Mwijuka, Julius; Yigga, Andrew Peters; Bukirwa, Joyce Rebecca
Sexual violence has often caused distress to many people, and a lot has been written proposing solutions to this vice. Restoring hope among people who have been affected by sexual violence in Secondary schools in Bundibugyo District requires concerted effort and adopting ways that help to relieve the affected people of stress resulting from their experience with sexual violence. The current study focused on how therapeutic painting can be utilised to describe in detail lived experiences relating to ever-increasing sexual violence in secondary schools in the Bundibugyo district. Despite the various forms of violence that affect secondary school students, sexual violence seems to be a vice that greatly affects school children, and young children are always shy to verbally express how they are affected. Therefore, this study aimed to investigate the relationship between Visual art therapy and sexual violence expression by students in selected Secondary Schools in Bundibugyo District. The following objective guided the study: To examine the statistical relationship between therapeutic painting and sexual violence expression by students in selected Secondary Schools in Bundibugyo District. 400 S2 students participated in this study, these included; Semuriki High School-Izahura-163, Bukonjo Seed School-17, Bundikahungu Seed school-75, St Mary’s Simbya Secondary School-145. Methodology entailed methods such as in-session semi-structured interviews, observation methods, and focus group discussion. An explanatory sequential design was adopted in this study. The study established that there was a statistically significant difference in means; thus, there was a relationship between therapeutic painting and sexual violence expressed by students in selected Secondary Schools in Bundibugyo District (z =-6.736, p <0.0001). Hence, the null hypothesis was rejected. The findings led to the conclusion that therapeutic painting intervention helped to improve the expression of sexual violence among victims, helped them to gain relaxation, lost hope, and lessened the anxiety that had resulted from their experience with sexual violence.

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