Browsing by Author "Dr. Irene Aheisibwe, PhD"

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Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024-08-23) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools : A Cross-sectional Study Kazo district, Uganda
(East African Nature & Science Organization, 2022-07-19) Robert Agume; Enoch Barigye; Dr. Irene Aheisibwe, PhD
Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primaryseven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount
Teachers’ Professional Development and Job Performance in Selected Secondary Schools in Ibanda Municipality Uganda
(East African Nature & Science Organization, 2023-03-09) David Ngabirano; Dr. Richard Twebaze, PhD; Novatus Nyemara; Dr. Irene Aheisibwe, PhD
The study examined the relationship between teachers’ professional development and teachers’ job performance in secondary schools in Ibanda Municipality. A cross-sectional descriptive survey design using a quantitative approach was used in the collection, analysis, interpretation, and presentation of data. The target population consisted of headteachers, teachers, and the directors of studies. Using Morgan and Krecjie’s table of sample size determination, the study used 19 headteachers, 470 teachers, and 20 directors of studies. Simple random sampling and purposive sampling were used to select the sample size. Data was collected using a closed-ended questionnaire. Findings revealed a positive correlation between professional development and the performance of teachers. Teachers’ professional development is very critical in job performance since it helps teachers to improve subject mastery, teaching methods, general attitude, and beliefs towards work, and diverse learning activities. The study recommends sequential professional development activities for all teachers. School administration should have a specific budget for teachers’ professional development. There should be deliberate efforts by school supervisory bodies like Board Governors and district education officers to ensure teachers’ professional development. This would encourage professional development. A promotional criterion that focuses on the extent of professional development should be adopted by schools.