Faculty of Education

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https://dir.muni.ac.ug/handle/20.500.12260/5

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Browsing Faculty of Education by Author "Bukirwa, Joyce Rebecca"

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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.
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    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.
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    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.
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    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.