Faculty of Education (FEDU)
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Browsing Faculty of Education (FEDU) by Author "Denis, Sekiwu"
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Item Open Access Documenting Student Representation of Indigenous HIV/AIDS Information and Integration Into the School Curriculum(International Journal of Curriculum Development and Learning Measurement, 2021) Denis, Sekiwu; Olivia Nina, RugambwaOften times, contemporary health and epidemiological practices ignore indigenous information on HIV prevention. Colonial hegemony tends to replicate indigenous knowledge bases as primordial, superstitious, and lacking vivid scientific explanation to qualify the test for medical diagnostic study. Using an information science viewpoint and an anti-colonial discursive theory, this paper challenges the skewed discernment that it is only Western knowledge production that is considered legitimate knowledge. The authors argue that indigenous HIV/AIDS information exists and can be integrated into the curriculum to complement Western knowledge paradigms on adolescent HIV prevention.Item Open Access Ecology of schooling: Enabling school environment for student engagement in Uganda’s Universal Secondary Education(International Journal of Educational Policy Research and Review, 2020-03) Sylivia, Awori; Denis, Sekiwu; Frederick, Ssempala; Frances, NaluwembaUsing the Mixed method, we examine the relationship between the school environment and student engagement in USE schools in Uganda. Most study participants agree that the environment in USE schools is generally conducive. There isa positive relationship between the school environment and student engagement although this relationship is still low. This means that student engagement in school activities cannot depend on only the school environment. There are a host of other factors that influence student engagement which the school authority needs to know and utilize in order to improve student engagement. Management of USE schools should provide for counseling and guidance services as well as supporting the integration of values in schools. The Government should construct good libraries and provideup-to-date learning materials like textbooks plus any other reading materials. Government shouldalsorecruit experienced and quality teachers into the USE schools, as well as constructing modern science laboratories to support the teaching of science disciplines.Item Open Access Facilities management and quality of teaching and learning at a multi- campus public university in Uganda(International Journal of Educational Policy Research and Review, 2020) Eden, Akategeka; Denis, Sekiwu; Frederick, SsempalaThis is an account of a cross-sectional survey of how facilities management relates to the quality of teaching and learning in Busitema University, a multi campus model public University in Uganda. The study employed a mixed methods approach involving semi-structured questionnaires and interviews with a population of 506 and a sample of 223 participants in the categories of University top managers, deans of faculties, heads of department, academic, administrative, support staff and students’ leaders. The findings are that the quality of teaching and learning was good (M = 47.5 and SD = 7.45). Second, facilities management in the University was also good (M = 40.3 and SD = 6.72). Third, a significant relationship existed between facilities management and the quality of teaching and learning (r = .577, p<0.05) with (R2 =0.333). Fourth, several challenges affected facilities management and these included limited funding, incompetent staff, unaffordable maintenance costs, delayed response to facilities management among other challenges. The argument that facilities management has a significant relationship with the quality of teaching and learning is in consonance with the stage theory of Higher Education development that argues that with massification in higher education, there is stress on facilities hence, affecting the quality of teaching and learning. Recommendations advanced were that Managers of Busitema University should make effort to promote the quality of teaching and learning, improve facilities management and work to solve challenges of facilities management.Item Open Access Gender and performance disparity in mathematics: A study of South Western Uganda(African Educational Research Journal, 2020) Amos, Musimenta; Francis Akena, Adyanga; Denis, SekiwuGender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students’ performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a ‘weaker sex’ and hence likely to embrace subjects that are considered ‘soft’ such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.Item Open Access Investigating the relationship between school attendance and academic performance in universal primary education.(African Educational Research Journal, 2020) Denis, Sekiwu; Frederick, Ssempala; Frances, NaluwembaThis study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening community school interaction programmes to help improve attendance in UPE schools.Item Open Access Parent Involvement in Child Education as a Correlate of Academic Performance: Analyzing Denominational Secondary Schools in Uganda(Advances in Social Sciences Research Journal, 2019-06-25) Denis, Sekiwu; Victoria, Tamale KaggwaThe study examined how parent involvement in child education influences students’ academic performance in secondary schools in Tororo district, Uganda, with parents’ socio-economic status as the control variable. The comparative research design was employed with a sample of 360 students from eight denominational schools. The Parent Involvement Guide (PIG) was used to collect data and quantitative data analysis indicated that parent involvement in child education positively influences students’ academic performance. There are differences in students’ academic performance among different denominational schools with Moslem schools performing least with low parent involvement in child education, and Catholic schools performing highest with high parent involvement in child education. Parent involvement in child education is higher at home than in the school. Thus, parents are encouraged to get involved in child education and there is need to encourage schools to focus their values-orientations on increasing students’ academic performance.Item Open Access Philosophical Identities in Market for University Education(Makerere Journal of higher education, 2020) Denis, Sekiwu; Nicholas, Itaaga; Anthony Mugagga, MuwaggaThe study examines the metaphysics and political philosophy behind market competition for Uganda's University Education. using grounded theory to filter the voices of 12 participants, the first phase of study, which was qualitative, revealed that a rival (contestable) market of University education in Uganda.