Browsing by Author "Andrew Peter Yiga"

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    Curriculum Interpretation and Learners’ Attainment of Reading Skills in Uganda a Case of Selected Districts in Acholi Sub-Region
    (International Journal of Research and Innovation in Social Science, 2019) Sammy, Godfrey Poro; Eton, Marus; Andrew Peter Yiga; Julius, Caesar Enon; Fabian, Mwosi
    The study sought to assess the influence of curriculum interpretation on learners’ attainment of reading skills in Acholi Sub region, Uganda. The finding indicated a significant relationship between curriculum interpretation and attainment of learners’ reading skills. The study recommended a more coordinated approach to language policy implementation so that all learners can have the opportunity to learn to read first in their mother tongue and for reading to be beneficial and meaningful for them. Emphasizing instruction in local languages in government primary schools disadvantages learners when it comes to preparation for Primary Leaving Examinations. The government needs to streamline policy on thematic curriculum implementation so that all learners in Uganda are given equal opportunities when it comes to primary leaving examinations
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    Exam and knowledge-based educations in Uganda: A comparison of concepts. A case of Lango sub region, Northern Uganda
    (International Journal of Multidisciplinary Research and Development, 2018) Eton, Rehema; Andrew Peter Yiga; Solomon Asiimwe Muchwa; Fabian, Mwosi; Eton, Marus
    The argument that today’s graduates were more theoretical than practical has been dominating the educational sectors in the country. The study sought to investigate the role of Exam and Knowledge-based Education on students’ Professional Competence in tertiary institutions in Lango subregion, Northern Uganda. A sample of 111 respondents was chosen from the respondents and the response rate was 100%. The study found out that Learners and instructors view education as merely passing examinations. In this view, instructors teach only what is related to exams, leaving out the core concepts that would build on knowledge and life skills that are required in the world of work. Giving much attention to exams and the nature of examination has underscored the role of teaching, prompting many education stakeholders to engage in examination malpractice The study recommended that Universities and higher education institutions should collaborate with employers and curriculum developers to ensure that whichever knowledge and skills universities and higher education institutions provide are in direct line with what employers need from employees. National Council for higher Education (NCHE), the organ responsible for accreditation of university and other tertiary institutions’ academic programs should collaborate with stakeholders, particularly employers before approving institutions and university programs. It’s high time that universities and higher education institutions design programs that are demand-driven than academic-driven. National examination boards should stop recycling questions, a practice that has made students and learners to correctly hypothesize what is likely to appear in an external examination. Education institutions should shift from handouts that promote cram work to handouts that promote understanding.
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    Teacher competence and performance in primary schools in Nwoya District, Northern Uganda
    (International Journal of Advanced Educational Research, 2019) Eton, Marus; ; Sammy, Godfrey Poro; Andrew Peter Yiga; Julius, Caesar Enon; Fabian, Mwosi
    This study brings to light the fact that the poor performance of pupils in primary schools is a pedagogical issue, which requires pedagogical approaches to improving teacher performance. The study sought to investigate the role of teacher competence in enhancing teacher’s performance in primary schools in Uganda. A sample of 217 respondents was chosen and the findings indicated a correlation coefficient of (r = .575). The study therefore recommended that teachers be encouraged to develop their pedagogical skills for effective delivery in the classroom, Performance appraisals should take care of pedagogical skill development for improved teacher performance. Teachers should pay attention to issues like classroom organization, time management and receiving telephone calls during class time. Teachers who work their best to promote a co-existence between the school and the community should be recognized and rewarded for their effort. Teachers should improve on their approach to absenteeism and should also be encouraged to build and work in teams to bring out the best of themselves and their pupils too.