Browsing by Author "Twebaze, Richard"

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ICT SKILLS OF POST-GRADUATE STUDENT TEACHERS AT BISHOP STUART UNIVERSITY
(Bishop Stuart University, 2023) Twebaze, Richard
This paper was based on a study carried out among 50 Post Graduate student teachers pursuing a Masters or Post Graduate diploma course in Education. The findings showed that 76% of the participants rated their ICT skills as either low or moderate. While the majority rated themselves highly on word processing, the majority had little or no knowledge on the use of ICT to analyse research data. It is recommended that universities should include a compulsory course unit on research data analysis using ICT. It is further recommended that serving teachers should be given in-service training courses to enable them improve their ICT skills in order to meet the demands of the 21st century.
PROGRAM PROGRESSION AND COMPLETION AMONG POSTGRADUATE STUDENTS AT BISHOP STUART UNIVERSITY
(Bishop Stuart University, 2023-06) Twebaze, Richard
This paper was generated from findings of a survey that was done involving postgraduate students and lecturers of Bishop Stuart University to find out the status of course progression and completion among Masters and PhD students. The study sought to establish the factors impacting program progression and completion among postgraduate students at Bishop Stuart University. The data for the study was collected through online questionnaires and interviews with Masters and PhD postgraduate students that were registered between the years 2015 and 2018. The findings indicated that the majority of students spend more than twice the amount of the minimum time allowed for the programs registered for. It was established that after the completion of the first academic year of class work, there is little follow up on the students. As a result, most students graduate well behind schedule while others drop out. Financial constraints were mentioned by students as the main challenge causing delay in program progression and completion. Other key challenges mentioned were the Covid-19 induced lockdown, disagreement between supervisors, personal health challenges and inaccessible or unresponsive supervisors that take a very long time to provide feedback when they are given work for review. Some students also mentioned that they were unable to access most online journals that required a subscription
The Relationship Between ICT Use and Teaching of Mathematics in Secondary Schools of Kalungu District, Central Uganda
(International Journal of Scientific Research and Engineering Development, 2023) Mawanda, Lawrence; Barugahare Tumwine, Jotham; Twebaze, Richard
Teaching of mathematics in schools is very important and results into improved academic performance and increased involvement of learners in lessons. The educational sector in Uganda has made series of changes and reforms to improve teaching of Mathematics. This study explored the influence of Information Communication Technology (ICT) in the teaching of mathematics in Secondary Schools of Kalungu District. The study objectives were to; (i) examine the extent to which ICT is used by teachers of Mathematics, (ii) establish the effectiveness of teaching Mathematics, and (iii) examine the relationship between ICT use and the effectiveness of teaching of Mathematics in Secondary Schools of Kalungu District. Correlational type of design was used for the study whereby questionnaires from mathematics teachers and interview guide head. A sample size of 132 respondents participated in the study. Quantitative data was analysed using the SPSS version 20 where both univariate (frequencies, percentages and mean scores) and bivariate level (Pearson coefficient correlation) were used while qualitative data was analysed by quoting subthemes. The study discovered that the level of ICT use among teachers of mathematics in Kalungu District has an overall mean of 2.25 (on a scale of 1-5 point Likert scale) implying a moderate usage of information communication technology; the effectiveness of teaching mathematics in secondary school in Kalungu District was high with an overall mean of 4.05 (on a scale of 1-5 point Likert scale). Pearson correlation coefficient r = 0.086 showed that there was a weak positive correlation between ICT use and the effectiveness of teaching of Mathematics. The p-value of 0.373 which is above the threshold value of 0.05 shows that there is no statistically significant relationship between ICT use and the effectiveness of teaching of Mathematics. In conclusion, the findings suggest that the use of Information Communication Technology (ICT) in Mathematics teaching within Kalungu District's Secondary Schools remains limited, with few educators embracing these tools. However, there is a prevalent perception of effectiveness in Mathematics instruction, as evidenced by relatively higher mean scores and frequencies, indicating a positive consensus among educators regarding their teaching practices. It was recommended that schools and educational institutions should explore strategies to bridge the gap between ICT integration and teaching effectiveness by providing ongoing professional development opportunities that focus on effective integration techniques. Formal policy guidelines for ICT use should be put in place, so that all teachers can attend in-service training programmes, at least once every academic year, to update themselves with relevant skills for ICT use in teaching mathematics.