Department of Science Education Collections

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    The Relationship between ICT Utilization and Records Management in Secondary Schools of Sheema District.
    (American Research Journal of Humanities & Social Science (ARJHSS), 2023) Patience, Kyoshabire; Ronald, Bahati; Denis, Kintu
    The study was designed to establish the relationship between information communication technology utilization and records management in secondary schools in Sheema District,southwestern Uganda. It was guided by the following objectives: to establish the level of utilization of ICTs, to determine the extent to which records are managed in secondary schools, and to determine the relationship between ICTs utilization and records management in secondary schools. A total sample of 10 schools (5 private secondary schools and 5 government aided secondary schools), 10 head teachers, 10 ICT administrators was selected using purposive sampling. Twenty (20) records officialsand 100 teachers were selected using simple random sampling. The researcher used questionnaire survey and interview methods of data collection. Quantitative data from the field was processed and analyzed using Statistical Package for Social Scientists (SPSS v21). Qualitative data from interviews was analyzed descriptively and information presented in the narrative form. The study findings found out that the level of utilization of ICTs in secondary schools of Sheema District was high at an overall mean score of 3.77. The study findings found out that the extent to which records are managed in secondary schools of Sheema District was high, with an overall mean score of 3.80. The study findings found out that the correlation coefficient was 0.290 which indicates that there is a slight positive relationship between ICTs utilization and records management in secondary schools of Sheema District. The p value 0.001 shows that there is a statistically significant relationship between ICTs utilization and records management in secondary schools of Sheema District. It was concluded that there was a high level of utilization of ICTs in secondary schools of Sheema District. It was also concluded that there was a high extent to which records are managed in secondary schools of Sheema District. It was further concluded that there was a statistically significant relationship between ICTs utilization and records management in secondary schools of Sheema District. Therefore changes in ICTs utilization were associated with changes in records management. It was recommended that the school administrators should be trained in basic ICTs utilization skills and especially in their applications in managing records and information by the Government of Uganda. This will enhance the adoption of the technology systems for proper management of records and information of schools.
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    STUDENT EVALUATION AS AN IMPETUS FOR QUALITY TEACHING AND LEARNING IN HIGHER EDUCATION INSTITUTIONS
    (African Multidisciplinary Journal of Research (AMJR), 2020-01) RONALD BAHATI; MONICA KARUNGI
    In the context of sustained growth and diversification of Higher Education Systems, civil society is increasingly concerned about the quality of programmers offered to students. As a result, there is an increase in public assessments and international comparisons of Higher Education Institutions, not only within the higher education sector but in the general media (OECD, 2008). However, evaluation methods tend to overemphasize research and the use of research performance as a yardstick of an institution’s value. Although this is very paramount in academia, it has got insignificant contribution to the quality of graduates who precede from such breeding grounds. There is need to appreciate the fact that the quality of graduates is largely determined by the way they are taught thus calling for a rationalized intended approach to the evaluation of the quality of teaching and learning in higher education institutions (Kaneko, 2008). The current study investigated the quality of teaching in Bishop Stuart University in Uganda with the aim of encouraging practices that could enhance the quality of teaching and thereby checking the quality of graduates. The study adopted a cross sectional comparative study design using both quantitative and qualitative research approaches. This study was conducted at Bishop Stuart University (BSU), Mbarara in the Faculty of Education where a comparison of the teaching and learning process of students in two programme sessions of study (recess or distance learning and regular sessions) was carried out. Randomized samples of 362 out of a population of 1501 and 78 out of a population of 201 students were obtained from both the regular and recess sessions respectively for the quantitative data. An evaluation was done of the teaching and learning process in the two programme sessions in the classes taught by the same lecturers using the same instrument which had 9 items related to lecturers’ punctuality, attendance, mastery of subject content, teaching methods, enthusiasm and commitment, lecturers’ being dependable and approachable, respect and meaningful feedback. The findings thereof were mutually exclusive; it was found that the lecturers from students of the regular programme had very good scores whereas from students of recess or distance learning programme, the same lecturers had low scores. This finding compelled the researchers to find out why this was so. They thus conducted a Focus Group Discussion (FGD) and three Key Informants’ Interviews (KIIs) which revealed that the programme session conditions and terms of work affected the teaching and learning processes. It was concluded that under a given outlay of conditions, the same lecturers performed differently. It was thus recommended that using both qualitative and quantitative data approaches, there should be continuous student evaluations in ensuring effective teaching and learning, particularly for students in higher institutions of learning.
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    BULLETIN of the Volume 82 February 2018 INSTITUTE of COMBINATORICS and its APPLICATIONS
    (Boca Raton, FL, U.S.A., 2018-02) Wilbroad, Bezire; Dinesh, G. Sarvate
    We define a 3-GDD(n, 2, k, λ1, λ2) by extending the definitions of a group divisible design and a t-design and give some necessary conditions for its existence. We prove that these necessary conditions are sufficient for the existence of a 3-GDD(n, 2, 4, λ1, λ2) except possibly when n ≡ 1, 3 (mod 6), n 6= 3, 7, 13 and λ1 > λ2. It is known that a partition of all 3-subsets of a 7-set into 5 Steiner triple systems (a large set for 7) does not exist, but we show that the collection of all 3-sets of a 7-set along with a Steiner triple system on the 7-set can be partitioned into 6 Steiner triple systems. Such a partition is then used to prove the existence of all possible 3-GDDs for n = 7.
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    THE INVARIANT SUBSPACE PROBLEM FOR CONTRACTIVE OPERATORS IN KREIN SPACES
    (2022) WILBROAD, BEZIRE
    The invariant subspace problem, which is one of the most funda mental questions in operator theory and which has been a subject of study for several decades remains open even on a Hilbert space. However, for certain classes of operators, for example, compact operators, solutions do exist. In this paper, we address this question for contractive operators T defined on a Krein space K. We investigate the existence of semi-definite invariant subspaces and establish that every contractive operator T defined on a Krein space K has maximal semi-definite invariant subspaces
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    The Relationship between Appraisal Practices and Teachers’ Instructional Delivery Methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda
    (Bishop Stuart University, P.O. Box 09, Mbarara, Uganda., 2022-05-09) Prudence, Kyasimire; Dr. Irene, Aheisibwe, PhD; Enoch, Barigye
    The study established the relationship between appraisal practices and teachers’ instructional delivery methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda. A descriptive survey design was adopted. The target population of this study comprised of head teachers, teachers in the Primary schools and inspector of schools in Isingiro north constituency. Questionnaires were used to collect data from respondents. The results indicated that there was a positive statistically significant relationship between appraisal practices and teachers’ instructional delivery method (The p =0.000<0.01). It was concluded that there was a positive significant relationship between appraisal practices and teachers’ instructional delivery. It was recommended that the ministry of education should enhance goal setting practices and link attainment of goals with rewards to continue improving the teachers’ instruction delivery in primary schools. Head teachers should provide regular and timely feedback to teachers. Head teachers should ensure that performance feedback is free from errors based on personal bias like stereotyping to have positive effect on instruction delivery.