Faculty of Education (FEDU)

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http://hdl.handle.net/20.500.12493/223

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Browsing Faculty of Education (FEDU) by Subject "Education"

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    Determinants of Performance in Physical Sciences at Uganda Certificate of Education: A Case Study of Selected Schools in Ntungamo Municipality.
    (Kabale University, 2024) Muhindo, Alex
    The study assessed the determinants of performance in physical sciences at UCE in selected schools of Ntungamo Municipality, Uganda. The study was guided by two objectives namely: to investigate how learner factors, teacher factors, and school-based factors determine the performance of learners in physical sciences at UCE in Ntungamo municipality and to establish measures that can be put in place to improve the performance of learners in physical sciences at UCE in Ntungamo municipality. The study used a cross-sectional survey research design applying both qualitative and quantitative approaches. From a population of 315 respondents, 190 formed a sample. The questionnaires and interviews were used to collect data. A response rate of 99% was obtained where key findings revealed a significant positive influence of learner factors and school-based factors, while teacher factors had a significant negative influence on the performance of learners in physical science subjects at UCE. Regarding learner factors, it was concluded that changing learners’ attitudes towards physical sciences, improving learners’ interest and their motivation to discuss with friends, consult teachers, and search for more information on the internet would help to improve performance in physical sciences. On teacher factors, there is a need for teachers to be more innovative and try to improvise local materials to teach physical sciences to arouse the interest of the learners, cut down on the costs of buying teaching aids, help the learners to appreciate their local environment in the study of sciences and consequently deepen their understanding of physical sciences in their context. Further, the teachers should also revise their classroom practices in terms of content, context, methodology, and assessment so that they can encourage student participation during content delivery. On school-based factors, it was concluded that there was a need to have well-equipped science laboratories and computer laboratories with internet services to promote the teaching and learning of physical sciences. In addition, proper preparation for examinations needs to be given much attention by exposing learners to a variety of sample examinations. Providing vocational guidance to learners in different fields that are related to physical sciences would improve performance in physical sciences.
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    Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
    (Kabale University, 2015) Anastase, Mvuyekure
    This study examined the contribution of distance learning to the quality of teacher education in Rwanda and was conducted to establish whether the teachers' experiences and qualifications, acquired through the distance learning program, adequately led to quality education. The study was guided by three objectives: namely, to investigate the effect of distance learning on the teaching-learning process; to examine the academic relevance of resources used in the distance learning program in Rwanda; and to evaluate whether the graduates from the distance learning program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient education. Concerning the sample and methods used in this study, the simple random sample technique, Questionnaires, interviews, and a documentary study were used. A simple random sample was used to enable each and every individual or case in the entire population to have an equal opportunity to be selected for analysis. Distance Learning Program; intake two, which started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that the students were still following the program and were familiar with it based on the time they had already covered. All of these make them good sources of information about the program. Besides the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali Institute of Education who were appointed to take part in the training, and the head teachers whose teachers are following the program were also involved. In accordance with the number of respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58 respondents. As far as the data collection instruments are concerned, questionnaires were chosen because they are easy to administer and save time. Two types of questions were used: closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of leading questions that required answers like "strongly agree" or "strongly disagree" were also used to get an opinion from the respondents in limited words. Concerning open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers.