Department of Education

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https://hdl.handle.net/20.500.12311/1313

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    The Effect of Inquiry Based Learning on Social Studies And Learners’ Performance in Selected Primary Schools in Ayivu Division, Arua City
    (Uganda Christian University, 2025-06-05) Agnes Ondoru
    The study was conducted to document the effect of inquiry-based learning on social studies and learners’ performance in selected primary schools in Ayivu Division, Arua City. The study was conducted by using descriptive survey design integrating both quantitative and qualitative approaches. Data was collected by using questionnaires administered to 45 randomly selected P.7 pupils. Additionally, interview was conducted with 3 social studies teachers and 2 head teachers purposively selected to supplement data collected using questionnaires. Collected data was analyzed using Statistical Package for Social Scientists (SPSS) and Microsoft Excel programme. It was found out that inquiry – based learning had moderate impact on social studies teaching and learning as a result most of the primary teachers continued to teach SST traditionally. Further, although 80% of the pupils’ believed SST was simple, but there was varied perception over the setting of SST examination questions which revealed different performance in the subject. The challenges of inquiry – based social studies teaching and learning included; lack of resources; difficulty working in groups; lack of independent and organizational skills, limited prior knowledge and lack of experience; takes more effort and lack of generic skills. The study recommended periodical seminars, workshops and refresher courses with a view to strengthen and re-orient the teachers in inquiry – based social studies method; government and examination board conduct a nationwide social studies evaluation exercise to identify the loopholes needed to ensure the effectiveness of the subject and schools continue to have resource development activities for teaching social studies.
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    Factors Influencing Gender Disparities in Science Performance Among Secondary Schools in Lira Palwo Sub-county Agago District
    (Uganda Christian University, 2025-06-20) Walter Ocitti
    This study investigates the factors influencing gender disparities in science performance among secondary schools in Lira Palwo Sub-County, Agago District. Gender disparities in education, particularly in science subjects, remain a significant challenge, hindering equal opportunities for boys and girls in academic and professional fields. The study focuses on socio-cultural factors, school-based factors, and individual attitudes and perceptions that contribute to these disparities. A descriptive survey design was employed, targeting students, teachers, and administrators in selected secondary schools. Data were collected through questionnaires, interviews, and focus group discussions and analyzed using both qualitative and quantitative methods. Key findings reveal that socio-cultural norms, such as traditional gender roles and community perceptions of science as a male-dominated field, significantly influence girls' participation and performance in science. Additionally, school-based factors, including inadequate resources, gender biases among teachers, and a lack of role models, further exacerbate these disparities. Individual factors, such as self-confidence, interest in science, and peer influence, were also identified as critical determinants of science performance. The study concludes that addressing gender disparities in science performance requires a multi-faceted approach, including promoting gender-sensitive teaching practices, improving resource availability, and challenging societal norms that discourage girls from pursuing science. Recommendations are provided for policymakers, educators, and community leaders to foster equitable opportunities for boys and girls in science education.