Browsing by Author "Samuel Muramuzi"

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    Availability of Teaching Materials and Teachers’ Preparedness in The Implementation of Lower Secondary Curriculum in Government Aided Schools In Mbarara City South, South Western Uganda
    (Bishop Stuart University, 2025-01) Samuel Muramuzi
    The study aimed to investigate the availability of teaching materials and teachers' preparedness for implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South, Uganda. Specifically, it assessed available materials, teacher preparedness, and the relationship between these factors. Using a descriptive survey design, the study targeted participants, including teachers, headteachers, and directors of studies, with a sample size of 134 was utilized in the study. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Findings revealed that while teachers displayed strong preparedness with lesson planning and adherence to guidelines (mean scores >4.0), material shortages, particularly ICT tools and science equipment, hindered effectiveness. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. The study concluded that systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation and recommended targeted investments in teaching resources, professional development, and policy adjustments to enhance educational outcomes.
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    Availability of teaching materials and teachers’ preparedness in the implementation of the lower secondary curriculum in government- aided schools in Mbarara city, South. A descriptive survey study
    (Student’s Journal of Health Research Africa, 2025-06) Samuel Muramuzi; Dr. Enock Barigye; Rev. Dr. Judith Arinaitwe
    Background The successful implementation of the Lower Secondary Curriculum in government-aided schools depends heavily on the availability and effective use of relevant teaching and learning materials. The study aimed at investigating the availability and accessibility of teaching materials in the preparedness of the teachers in the implementation of the Lower Secondary Curriculum in Government Aided schools in Mbarara City South, Uganda. Methodology This study employed a descriptive survey research design, targeting participants including city inspectors of schools, teachers, headteachers, and directors of studies, with a sample size of 199. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Results 199 respondents participated in this study, among teachers, 65 (53.7%) were male, while 56 (46.3%) were female, majority of headteachers (n = 4, 66.7%) and directors of studies (n = 4, 66.7%) were male, with only 2 females (33.3%) in each of these roles. The findings reported the availability of teaching materials in implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South (mean score = 3.90), majority of respondents agreed with the statement that teaching materials are sufficient for every learner, where 44 (36.4%) strongly agreed, 43 (35.5%) agreed, and 3 (2.5%) did not give a response. More than half of the respondents, 62 (51.2%), agreed that the computer laboratory was well equipped, while 27 (22.3%) strongly agreed. However, 19 (15.7%) remained undecided, and only 13 (10.8%) disagreed. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. Conclusion The systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation.Recommendation Stakeholders should prioritize the provision of adequate teaching materials to support effective curriculum adoption and improve education quality.