Browsing by Author "Akwongo, Betty"

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    An ethnobotanical survey of plant species used for medicinal purposes in Amuru district, northern Uganda
    (Ilia State University, 2024-09-12) Gum, Bornfree; Opoke, Robert; Akwongo, Betty; Oloya, Benson; Omony, John Bosco; Opiro, Robert; Andama, Morgan; Anywar, Godwin; Malinga, Geoffrey Maxwell
    Background: Medicinal plants provide health care to rural communities that have limited access to modern medicine in Uganda. Thus, documenting medicinal plants is important for their sustainable utilisation and conservation of medicinal plants and associated indigenous knowledge. Methods: A cross-sectional ethnobotanical survey was conducted in August 2021 to assess the knowledge and use of medicinal plants in Lamogi Sub-County, Amuru district. We randomly sampled and interviewed 334 household heads using semi-structured questionnaires. Data was analysed using descriptive statistics, familiarity index (FI), fidelity level (FL) and informant consensus factor (ICF). Results: Most of the respondents (90%) had knowledge of medicinal plants used for treating ailments in their community (high ICF values above 0.9). Plant with the highest FI value was Gymnanthemum amygdalinum (Delile) Sch.Bip. indicating its wide use in the community. Chi-square tests showed significant associations between the knowledge of medicinal plants and education level, occupation, age, marital status and monthly income of respondents (p < 0.05). Forty-nine medicinal plants from 30 families were documented, with Fabaceae and Asteraceae having the most species. Leaves were the most frequently used plant parts (65.4%), followed by roots (13.6%). Herbal remedies were mostly prepared by crushing and smearing on the body, infusion, decoction and administered orally. Conclusion: The people of Amuru district have rich indigenous knowledge of diverse medicinal plants used for treating ailments. Most medicinal plants are harvested from the wild, threatening their survival and this requires putting in place practical conservation measures.
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    Ethnobotanical study of medicinal plants utilized in the management of candidiasis in Northern Uganda
    (Springer Nature, 2022-10-14) Akwongo, Betty; Katuura, Esther; Nsubuga, Anthony M.; Tugume, Patience; Andama, Morgan; Anywar, Godwin; Namaganda, Mary; Asimwe, Savina; Kakudidi, Esezah Kyomugisha
    The emergence of resistant Candida species to antifungal drugs has led to resurgence in herbal usage globally. However, little is known about anti-candida plants. This study explored ethnomedicinal plants as treatment option for candidiasis in Pader, Northern Uganda. A cross-sectional survey of potential anti-candida plants was conducted using questionnaires, focus group discussions and field observations in March 2022. Sixty-three respondents were selected by snowball technique. The frequencies of respondents/responses were analyzed, associations of respondents’ socio-demographics with indigenous knowledge of herbal usage established by Chi-square (χ2) test using SPSS 27. Informant Consensus Factor was computed to establish level of agreement on herbal usage, and thematic analysis done for focus group discussions. Candidiasis is still common and troublesome in Pader. All herbalist had equal chances of receiving and treating candidiasis patients irrespective of herbalist’s gender, age, education level, occupation, marital status and religion (p > 0.05). About 39.7% of herbalists received candidiasis patients weekly (p < 0.01). All herbalists had knowledge on candidiasis. Death (56.8%) and discomfort (36.8%) were the major health risks of oropharyngeal candidiasis (OPC) and vulvovaginal candidiasis (VVC), respectively. A total of 32 potential anti-candida plant species in 18 families were identified. Families of Fabaceae (9 species) and Asteraceae (5 species) had most plant species. Trees (50.0%) and herbs (43.8%) were the dominant life forms. The commonest plants by frequency of mention were: Momordica foetida (26), Sansevieria dawei (20), Khaya anthotheca (15), Piliostigma thonningii (10), Clerodendrum umbellatum (7), Hallea rubrostipulata (5) and unidentified plant, ‘Agaba/daa layata’ in Acholi dialect (5). Plant parts mainly used were roots (56.3%) and stem barks (15.6%) harvested majorly by cutting (46.9%) and uprooting (12.5%). Most respondents (females, 95%) preferred herbal to western medication (p < 0.01) due to its perceived effectiveness. There was high consensus among herbalists on herbal remedies for OPC and VVC (FIC = 0.9). Pader communities have diverse indigenous knowledge on candidiasis and prefer herbal medicines to orthodox treatment for candidiasis. However, the herbalists use unsustainable harvesting techniques like uprooting whole plants and cutting main roots. Hence, the need to document such indigenous knowledge before being lost for community usage and scientific validation.
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    In vitro antifungal activities of medicinal plants used for treatment of candidiasis in Pader district, Northern Uganda
    (Springer Nature, 2024-11-13) Akwongo, Betty; Kakudidi, Esezah K.; Nsubuga, Anthony M.; Andama, Morgan; Namaganda, Mary; Tugume, Patience; Asiimwe, Savina; Anywar, Godwin; Katuura, Esther
    Background: The emergence of multidrug resistant Candida species to available drugs has led to renewed interest in the use of herbal medicines globally. This study scientifically verified antifungal effectiveness of five commonly used plant species in Pader district, against selected pathogenic candida strains. Methods: Powdered roots of Momordica foetida, Sansevieria dawei and Distimake dissectus; and stem barks of Khaya anthotheca and Mitragyna rubrostipulata were extracted sequentially using petroleum ether and methanol, respectively; and total water extraction at 24.4 °C (maceration), 60 °C (decoction) and boiling water at 87 °C (hot water infusion). Extracts and their combinations, positive controls (amphotericin B, and fluconazole) and negative control (80% dimethyl sulfoxide, verified to be tolerable concentration to the tested Candida species) were screened and verified for their antifungal activity against Candida albicans (ATCC: American Type Culture Collection reference strain 10231, ATCC 90028, 0770a and 0796), C. glabrata (VVc 004, ATCC 2950) and C. tropicalis (ATCC 750 and 0210) using agar well diffusion and broth micro-dilution, respectively. Results: Aqueous extract (24.4 °C) of M. rubrostipulata (ZOI: 18.00 ± 1.00 to 38.33 ± 0.17; MIC: 3.13 ± 0.00 to 20.83 ± 4.17; MFC: 12.50 ± 0.00 to 200.00 ± 0.00), methanol extract of K. anthotheca (10.11 ± 0.31 to 15.11 ± 0.65; 1.04 ± 0.26 to 12.50 ± 0.00; 12.50 ± 0.00 to 100.00 ± 0.00), and combination of aqueous extract (60 °C) of D. dissectus + methanol extract of K. anthotheca (7.89 ± 0.26 to 19.67 ± 0.37; 0.78 ± 0.00 to 50.00 ± 0.00; 12.50 ± 0.00 to 200.00 ± 0.00) exhibited broad spectrum antifungal activities and were fungistatic against all tested Candida species, which comprised 8 clinical/control and susceptible/resistant strains. None of the conventional drugs used demonstrated broad spectrum antifungal activity across all tested Candida species/strains. Conclusion: Methanol extract of K. anthotheca, aqueous extract (24.4 °C) of M. rubrostipulata, and combination of aqueous extract (60 °C) of D. dissectus + methanol extract of K. anthotheca could be effective in the treatment of candidiasis. They demonstrated potential broad spectrum antifungal activity against different species and strains of tested Candida than the fluconazole and amphotericin B drugs. Their fungistatic nature showed their ability to inhibit fungal growth. Hence, these extracts/extract combination can offer better treatment option for candidiasis if they are standardized and also their active curative compounds isolated and made into antifungal drugs.
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    Learning to teach and teaching to learn: examining the effectiveness of school practice in improving student teachers’ pedagogical practices in Uganda
    (International Journal of Education and Social Science Research, 2021-05) Omara, Polycarp; Akwongo, Betty; Asega, Joseph; Ecuru, Paul; Okwong, Davis
    The purpose of the study was to examine the effectiveness of school practice in improving student teachers’ pedagogical practices in West Nile, Uganda. Specifically, the study sought to examine the effectiveness of school practice supervision in improving student teachers’ planning and preparation skills; presentation and delivery skills and determine the effectiveness of school practice supervision in improving student teachers’ self-evaluation skills, which forms the frame work of quality teaching and learning process. The study was conducted among Muni university final year student teachers pursuing Bachelor of science with education. Concurrent mixed method research was employed to collect data from school practice supervisors (n=12) and final year student teachers (n=46). Quantitative data was collected using pretested, standardised supervisors’ assessment forms. Qualitative data was gathered by identification of major themes from the school practice reports by each student teacher and during debriefing meeting after school practice using Focused Group Discussion. Findings revealed that professionally conducted school practice supervision greatly enhanced student teachers’ lesson preparation and planning, lesson delivery and presentation, and selfevaluation skills. However, some student teachers still demonstrated low competence in record management and use of instructional materials. The study therefore, recommended that mentors at all levels should put emphasis on ensuring that student teachers exhibit high level of creativity and innovativeness in the entire teaching learning process, if universities are to transform education system in our country. Supervisors should treat school practice as a non-judgmental, but rather, a mentorship exercise tailored towards the professional growth of student teachers. Enforcement of strict adherence to the quality assurance standards on the organization and management of school practice in education training institutions by National Council for Higher Education should be ensured through standardised quality checks and monitoring program.
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    Learning to teach in the era of uncertainties: challenges and lessons learnt by student teachers during Covid-19 pandemic in Uganda
    (European Journal of Education Studies, 2022-04) Omara, Polycarp; Akwongo, Betty
    The global impact of the COVID-19 pandemic is not only being felt by different social classes of people, but also across levels of education systems. There was a paradigm shift from the traditional teaching approaches to a more flexible one, including remote teaching. This crisis uncovered the many challenges in the education system such as access and lack of supportive environments for both teachers and learners. The teacher trainees were greatly affected as they could hardly complete their teacher training programme in time. The purpose of this study was to investigate student teachers’ perception of teaching during the COVID-19 pandemic. Specifically, to explore challenges faced by student teachers; document lessons learnt and coping strategies improvised while teaching during the COVID-19 pandemic. A concurrent mixed method design was adopted. Both quantitative and qualitative data were collected from 46-year three student teachers of Muni University. Data were collected using student teachers’ reflective journals and reflective meetings. Challenges experienced by student teachers were related to placement, supervisor-supervisee relationship, inadequate support from school authorities, inadequate skills in classroom room management and time management. Student teachers adopted coping strategies like teamwork, collaborative and adaptive skills, classroom and discipline management. Four categories of lessons learnt were adaptiveness, collaboration, creativity and uniqueness of learners. They learnt how to incorporate modern approaches including those embedded in Bloom’s taxonomy. The study recommended that teacher training institutions should ensure adequate and wholistic preparation of student teachers prior to school practice; school practice supervisors should treat school practice supervision as a non-judgemental exercise meant to enhance student teachers’ professional growth, and school authorities should provide required materials and mentorship to student teachers.