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- ItemAcademic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North district, Kenya.(Kampala International University, College of Education, Open distance and learning, 2012-08) Ronald, AsambaThe learners who are hearing impaired have for years been stigmatized and despised although their potentiality is performing duties does not differ from that of non-hearing impaired learners. Due to this, the study on academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North District, Kenya specifically determined to further the following; determine the academic difficulties of the hearing impaired in inclusive schools, the extent and establish if there was a significant difference between male and female hearing impaired learners. The objectives of the study were meant to examine the academic difficulties faced by hearing impaired learners and then find out ways of assisting the learners academically. The researcher used descriptive survey design specially the descriptive comparative strategy, characteristics and behavior of hearing impaired were described and then compared between male and female hearing impaired learners. The researcher selected 109 respondents from a total of 150 teachers in selected inclusive primary schools. The researcher used a face sheet to gather data on the respondents’ demographic characteristics. Researcher devised questionnaires were used to collect data. The study established that learners with hearing impairments have a wide range of academic difficulties which have not been fully catered for to enable them learn effectively. The study concludes that majority of the teachers lack special skills in teaching learners with hearing impairment, MOEST does not consider hearing impairment as exceptional children in general to their need for extra funding in free primary institutions. The learners are discriminated against by their peers both outside and inside the classroom. Finally, the researcher recommends that the government to sponsor training programs on special needs, education to all teachers, provision of support services, teaching! Learning materials by the government, curriculum modification to suit the learners, guidance and counseling to the parents, teachers, siblings and the learners themselves to enable them accept in the free learning education programs.
- ItemAcademic difficulties of hearing impaired pupils in selected primary schools in Rachuonyo South District, Kenya.(Kampala international international : College of Education Open, distance and Learning, 2012-09) Pamela, Adoyo AumaThis study focused on the Academic Difficulties of Hearing Impaired Pupils in Rachuonyo South District, Kenya. The specific objectives of the study were to determine the profile of the respondents as to age, gender, and highest education qualifications, to establish the level of academic difficulties of male and female hearing impaired pupils and to establish whether there is a significant difference in the level of academic difficulties among the hearing impaired pupils. The methods used to collect data were descriptive survey design. The descriptive correctional, descriptive comparative and ex post facto. The research instrument used was questionnaire. In chapter four, the findings were presented and interpreted in relation to the study objectives and research questions. While linking the existing literature, results included demographic characteristics, frequency and percentages. Based on the findings, observation indicated a positive significant difference between the male and female hearing impaired pupils in terms of academic difficulties. In chapter five, development of solutions to the problem, summary of the findings and conclusions were attempted. The findings suggested recommendations on areas pertaining to the level of the teacher’s education, the teaching methods and the provision of teaching learning materials.
- ItemAcademic Performance Between Foster Children and Pupils in General Population in Selected Primary Schools of Save Our Souls Children’s Villages Rwanda(Kampala International University, college of Education,open and distance -learning., 2011-09) Dusingizimana, VincentThis study focused on Foster Children and academic performance in selected Primary Schools of Save Our Souls (SOS) Children’s Villages Rwanda. The study was guided by the following objectives: (1) to find out the profile of respondents in terms of age and gender; (2) to determine the category of SOS foster children; (3) to determine the level of academic performance of SOS foster pupils and pupils in general population; (4) to establish the significant difference between SOS foster pupils’ level of academic performance and pupils in general population. The study utilized both descriptive comparative and ex post facto research designs. The data were collected from the sample of 152 pupils of both groups’ SOS foster pupils and pupils in general population, frequencies and percentage distributions have been used to determine the profile of pupils. The means have been used to compare the level of academic performance of SOS foster pupils and pupils in general population. Then t-test was used to determine the difference in the level of academic performance between SOS foster pupils and pupils in general population using Statistical Package of Social Sciences (SPSS). The findings of the study were retrieved as following: (1) the majority of the SOS Foster Pupils were 10 years old while Pupils in General Population were 12 years. Age did not significantly correlate with any of school performance tests; (2) more than 50% of SOS Foster Pupils were male while Pupils in General Population were female and gender did not have a significant effect on performance; (3) A significant number of SOS Foster Pupils exhibited different infections comparing to Pupils in General Population; (4) majority of SOS Foster Pupils are double orphan; (5) majority of Pupils in General Population excelled than SOS Foster Pupils. It was concluded that (1) the hypothesis of no significant difference between the levels of academic performance of Save Our Souls (SOS) foster children and pupils in general population was rejected; (2) the hypothesis of no significant relationship between the levels of academic performance x between SOS Foster Pupils and Pupils in general population was confirmed because SOS Foster Pupils regress. Based on the findings of this study, the recommendations were drawn to these aspects: (1) teachers in SOS primary schools should be re-trained to use more practical-oriented approach to teaching pupils with emotional and behavioural or low intellectual ability problems such SOS foster pupils in particular. This will make them realize the importance of the lessons taught and not regard them as abstract. Interest will therefore be created in the foster pupils and their desire to be in school would be increased. Teachers need to motivate the children. When these are working at full power in an individual, remarkable feats of learning can be achieved. It is therefore in the teacher’s interest to take the trouble to see that the child’s interest and appropriate desires are aroused before trying to teach him/her; (2) to strengthen the efforts in providing positive psychosocial and educational counseling support to foster children especially in the area of foster care centres such as SOS Children’s Villages and (3) to introduce compensatory academic support to fostered children in their early years of schooling even in the absence of evidence of psychosocial problems.
- ItemAcademic staff motivation and student's academic performance in secondary schools in Sironko town Council, Uganda(Kampala International University, 2017) Masaba, WashingtonThe study established the level of academic staff motivation and student's academic performances in secondary schools in Sironko town council,Uganda
- ItemAccess To and Use of Library Resources in Selected Secondary Schools in Dar Es Salaam, Tanzania(Kampala International University, masters in Educational Management and Administration, 2010-09) Petro, FitinaThis study aimed at examining the use of library resources in Secondary Schools. The study employed the sample size of 330 respondents where 300 were Students, 20 were Teachers and 10 Librarians. These were conveniently selected from Kambangwa. Kiluvya and St.Peter’s St Marys, Kimara B, Zanaki, Azania and Jangwani, Kibamba, and Kibwegele Secondary Schools, all from Dar es Salaam. Simple random and purposive sampling techniques were used in selecting samples for this study. The major findings of this study show that, the accessibility and usage of libraries in Secondary Schools is still low. The shortage of time of using a Library, inadequate Library resources, shortage of space, lack of trainings to students and the lack of qualified Librarians were the problems facing Libraries. However, the study also found that, Students were aware of the importance of the library. This study therefore recommends that Libraries should have well documented selection and acquisition policy and allocation of enough funds for libraries. Also, Students should be trained on how to use a library. Based on the findings above this study concludes that, accessibility and usage of library resources are poor in Dar es Salaam. For any Secondary School library to meet its goals, School library resources should be utilized effectively by the students.
- ItemAdaptive behavior of mentally retarded learners in and out of school setting in selected public primary schools in Lolgorian division, transmara west district - Kenya(Kampala International University, School of Education, Open and Distance and E-learning, 2012-08) Nathan, Ongori O.The study was determined the level of adaptive behavior of mentally retarded leaner’s inside and outside of school setting in selected public inclusive primary school in lolgorian division, transmara west district, Kenya. The research objective were formulated as it seeks to determine the adaptive behavior of mentally retarded learners inside and outside school settings, the sample of the study consisted of 100 respondents where 60 were teachers and 40 were parents whom were selected using comparative survey methods For the purpose of data collection, the researcher developed 10 items questions for teachers and 8 items questions for parents, the items were distributed on 20 public inclusive primary schools in lolgorian division, transmarawest district, Kenya. Results indicated that the whole respondents of male teachers were the first and were followed by female teacher’s respondents and parents came third. The results also indicated no significant statistical difference in the level of mentally retarded learners inside and outside of school settings. These attributes to age, gender, educational level and experiences Variables and then relationship among them, while indicated significant differences showed the estimate of mentally setting and the hypothesis was rejected.
- ItemAdaptive instructional programs and social development of visually challenged learners in Kanyangi Zone, Kitut County, Kenya(Kampala International University. College of Education, Open and Distance Learning, 2014-10) Mbuvi, Ngakaa Annie L.The study investigated the relationship between the levels of adaptive instructional programs and social development of learners with visual challenges in Kanyangi Zone, Kitui County, Kenya. The study was guided by four objectives which included finding out the adaptive instructional programs used in enhancing social development of learners with visual challenges, establishing social development of visually challenged learners, examining the relationship between adaptive instructional programs and social development of learners with visual challenges and investigating the difference between gender and social development of Visually challenged learners in Kanyangi Zone. The study adopted the Normalization Theory by Wolfrnsberger (1980) which postulates social inclusion of learners with any form of disability in daily activities. The study adopted a descriptive correlational design since it examined the relationship between two variables. The study population comprised of 216 respondents from which a sample size of 154 respondents was derived. A random sampling method was used to avoid any form of bias in the answering of interview guides and questionnaires. The study used two research instruments of data collection and the interview guide that was used to collect data from head teachers of selected schools. A closed ended questionnaire was used to collect information that needed simplified answers. In the study findings, the study revealed that adaptive instructional programs were highly used with the highest mean of 3.22 on the use of Braille during study time. The study also revealed that teachers play an important role in guiding learners on the use of adaptive instructions with a mean of3.07. The study further revealed that the level of social development of learners with visual challenges was high since they mixed well with non-visually challenged learners. In determining the relationship between adaptive instructional programs and social development .of learner’s with visual challenges, the study concluded that there was a relationship between the two variables with sig value of (0.000) which is less than 0.05 minimum level of significance. The study therefore rejected the null hypothesis that there is no relationship between adaptive instructional programs and social development of learners with visual challenges. The study concluded that there was need for development of adaptive instructional programs. Having presented the research findings, the researcher recommended that learners should be guided to enable them participate properly in the learning process. The teachers also should include learners in the process of learning and intellectual development through participatory learning.
- ItemAdaptive teaching on the learning ability of learners with low vision of Endiba integrated primary Nyamira county, Kenya:(Kampala International University, College/School of Education, 2012-08) Josephat, Ong’ang’a OnyanchaThis study experimented on adaptive teaching on the learning ability of low vision children of Endiba Integrated Primary, Nyamira County, Kenya. In particular, this empirical research determined further the following (I) profile of low vision children as to age, gender and previous academic performance in Science; (2) the mean scores of the learners in the pretest and post test for the visually impaired (3) significant difference in the mean scores of the learners in the pre-test and post-test. The study also employed the quasi experimental design using two levels, the pretest and post test technique. A total of twelve visually impaired children were involved using inclusive criteria. The pretest and posttest scores were documented in a record sheet utilized as the research instrument. The statistical parameters utilized were the frequency and percentage distribution for the profile of the children, the mean for the pretest and posttest mean scores and the t-test for the significant differences in the pretest and post test mean scores and mean gain. The findings of the study were as follows: the mean scores in the pretest were lower than the mean scores in the post test; there was a significant difference in the pretest and post test mean scores between the male and female learners; mean gain consistently increased from session one to three, It was concluded in this empirical investigation, that the null hypothesis of no significant difference in the pretest mean scores and posttest mean scores between the male and female learners was rejected. Adaptive teaching technique was effective on the learning ability of low vision children. Based on the findings of this study, the recommendations were geared towards workshops and seminars for teachers handling low vision learners on how to carry out adaptive teaching in all teaching subjects in order to improve the learning ability of these children; technological innovations, for the government to increase funding to schools for the visually impaired children in order to optimize the available software related to teaching children with visual impairment since equipment for this area were very expensive; Curriculum adaptations and modifications to suit children with visual impairment from elementary level so that it becomes easier for the teacher to plan on how to teach and come up with appropriate teaching and learning strategies as per the need of each individual child; studies to be carried out in the future on the area of adaptive teaching and learning ability of the visually impaired children especially in mathematics and science where visually impaired children performed poorly in national examinations in Kenya.
- ItemAdministrative techniques and team cohesion of teachers in selected primary schools in kisasi District, Kenya(Kampala International University , College of Education, Open & Distance Learning, 2013-12) Joseph K, MbuviThe researcher investigated the level of Administrative Techniques and team cohesion of teachers in selected primary schools in Kisasi District, Kenya. This study was carried out in Kisasi District, Kenya. The objective of the study was to (i) To determine the level of administrative techniques of teachers in Kisasi district, Kenya (ii) To determine the level of team cohesion among teachers in Kisasi district, Kenya (iii) To establish the relationship between the level of administrative techniques and level of team cohesion among teachers in Kisasi district, Kenya. This study used a cross-sectional survey design and descriptive correlational. The study was also cross -sectional in that data collection was done within a short period of time and each respondent was to be examined once generally there was statistically significant relationship between administrative techniques and team cohesion in the primary schools in Kisasi district, Kenya. The null hypothesis that there is no significant relationship between administrative techniques and team cohesion in selected primary schools in Kisasi district, Kenya was rejected and a positive hypothesis was upheld. The Gregory Theory X and Y , Robert house (1971) Pathgoal theory , Richard (2003) laissez fair style , Mejia (2002) autocratic leadership a Huja (1997) democratic leadership and Moridy (1983) participation were all upheld by the findings of the study. There is need for sensitization of the local community on matters concerning the schools and cooperation with teachers. The school management committees and board of directors for secondary schools should be trained after being selected. The Ministry of Education should continue with the training of head teachers and their deputies together with their counter parts in secondary school to equip them with administrative skills that will lead to team cohesion of the teachers.
- ItemAdministrators’ Socialization Behavior and Teacher’s Job Commitment in Secondary Schools in Buikwe District Lugazi Town Council(Kampala International University, masters in Educational Management and Administration, 2013-11) Amali, WinnieThis study investigated on administrators’ socialization behavior and teacher’s job commitment in secondary schools in Buikwe district, lugazi town council. It was based on the following research objectives: i) to determine the level of administrator’s socialization behavior in Buikwe District, Lugazi Town Council, ii) to determine the level of teacher’s job commitment In Buikwe District, Lugazi Town Council and lii) to determine if there is a significant relationship between the level of administrator’s socialization behavior and the level of teacher’s job commitment In Bulkwe District, Lugazi Town Council. Methodology: the study employed descriptive correlational design; data was collected using researcher devised questionnaires. Pearson correlation (r) was used to establish the relationship between administrators’ socialization behavior and teacher’s job commitment The finding in regard to the level of administrators’ socialization behavior revealed an average mean of (mean=3.35) and was interpreted as very satisfactory. In regard to the level of teachers’ job commitment the study established a general average mean of (mean=3.02) which was also interpreted as satisfactory. The results in the study suggested a positive but weak correlation between the administrators’ socialization behavior and teacher’s job commitment (r=O.198, Sig=O.518). Conclusion: the researcher concluded that much as the teachers have a good relationship with their administrators and are committed to their teaching job, their earnings do not support their economic needs and a majority of them are not satisfied with their salary earnings. Recommendation: the researcher therefore recommended that employers must change their administrative policies, put in place strategies that would ensure teacher job satisfaction, for example, better pay, conditions of work, ensure professional development try to meet teachers’ expectations, value them and must also control external influence.
- ItemAnalysis of factors affecting girls’ access to education in selected secondary schools in Huye District, Rwanda(Kampala International University.College of Education, 2011-09) Emmanuel, BizimanaThe purpose of this study was to analyze the factors affecting girls’ access to education in secondary schools in Huye district. Four research questions were formulated to guide the study. The study used the descriptive survey design. The sample for the study was 357 female students, 136 teachers and 13 head teachers~. Data was collected by use of questionnaires. Descriptive and inferential statistics were used to analyze the data. The findings revealed that there were cultural factors that contributed to low level of girls’ access to education. These factors include early marriage, early pregnancy, taking care of other family members, preference in education of boys than girls, cultural beliefs, parental level of education and others. The findings of this study also showed that there were also community factors such as inadequate public support, limited participation of women in development activities, political instability and the impact of HIV/AIDS. Concerning economic factors, it was found that there was parental poverty, lack of basic necessities and household activities, etc. There were also school factors such as lack of gender-sensitive and cultural appropriate school facilities, lack of role models, gender selection in learning activities, sexual harassment and others. The study revealed that the level of girls’ access to edOcation in lower than that of boys. Based on the findings, it was concluded that there was a significant relationship between factors affecting girls’ access to education and the level of access. Thus there is a need to empower the community on the need of education of girls so that girls do not miss out school because of cultural, community, economic and school factors
- ItemAn analysis of Government Education policy on the social development process of Madera District Kenya(2010-09) Noor, sheikh AliThe overall purpose of the project was to assess the impact of government education policy on the social development process of Mandera district Kenya. The project specifically sought to; find the extent of implementation of government education policy in development process of Mandera district, Kenya. Find out the impacts of government education policy on the social development process of Mandera district. Find out the challenges faced in implementation of government education policy. Research Questions what extent government education policy has been implemented. That are the impacts (perceived) of government education policy on development process of Mandera district. How the government do tackles the challenges faced in implementation of education policy in the district.
- ItemAn analysis of government education policy on the social development process of Mandera District Kenya(Kampala International University ,College of Education, 2010-09) Noor Sheikh, AliThe study was set out to investigate the prevalence of the five-child killer diseases and its cause effect on under-five mortality. It was driven by four major objectives; Determining the prevalence rate of the five child-killer diseases; Determining the proportion of mortality due to the five child-killer diseases to the total under-five mortality in the studying area; Examining the correlation between the five child-killer diseases and under-five mortality and Determining the cause effect of the five child-killer diseases on under-five mortality. The study used an entirely quantitative approach using secondary data between 2001 and 2015 obtained from the document of Adamawa state, Primary Health Care Development Agency (PHCDA). Data was collected regarding the number of children immunized, diseases and deaths due to Pneumonia, Diarrhoea, Measles, Tetanus, Polio and overall under-five mortality within that timeframe. The study used uni-variate descriptive analytical tools, measures of prevalence rate per a thousand, measures of proportionality, correlation analysis and regression tools for analysing and developing a model for describing the data. The results indicate that the prevalence rates have generally been decreasing with Pneumonia recording the highest prevalence and Tetanus recording the lowest prevalence. Polio was excluded from the analysis because it did not register any incidences or deaths. The data also showed that pneumonia and diarrhoea recorded the highest proportion of deaths while tetanus and measles recorded the lowest. The correlation matrix revealed that Pneumonia, Measles and Tetanus had strong positive and significant correlations with under-five mortality while diarrhoea had a weak positive and insignificant correlation. The regression model showed that there is a strong positive and significant relationship between Pneumonia and mortality and a weak non-significant relationship between diarrhoea and mortality. Furthermore, there was a strong but non-significant relationship between measles and mortality and a weak non-significant relationship between tetanus and mortality. The four variables explained 72.02 percent of the variation in overall mortality and the overall model was very significant. Due to high incidences of pneumonia and diarrhoea, the study made some recommendations and conclusions
- ItemAnalysis of Management of Public Secondary Schools in Meru South. Kenya — Problems and Prospects.(Kampala international University college of Education open and distance learning, 2011-04) Munyiri, Ignatius NyagaThe purpose of the study was to establish and analyze the problems and prospects head teachers faced in management of curriculum implementation, physical facilities and material resources, teaching staff and students discipline. Descriptive survey and questionnaires were used to collect the data from a sample of 56 head teachers (74%) who were randomly sampled out from a population of 76 secondary school head teachers in the district, which was later analyzed and responses categorized and interpreted. The findings were that head teachers were facing various challenges in school management as indicated in tables 2-5. The conclusions of the study therefore, is that head teachers were facing serious challenges in the management of curriculum implementation, physical facilities and material resources, teaching staff personnel and students discipline. The recommendations are that government should help to mitigate by releasing all the funds for free secondary education, very early at the beginning of the year, and help to provide the facilities such as laboratories and equipment, libraries etc, put in place regular in-service training programmes for head teachers and teachers as well as other support staff. Board of governors and PTA should combine effort with head teachers to deal with indescriptive vices in the schools. Further research can be carried out on the Effects of Indiscipline in School Management.
- ItemAn analysis of teachers’ perception on the relationship between reward, compensation and performance of secondary school teachers in Bugiri District, Uganda(Kampala International University, College of Education, Open & Distance Learning, 2008-08) Tesfit, Mekonen KidaneThe purpose of the study was to investigate teachers’ perception and their relationship between reward, compensation, and their performance. Hence, it examined the relationship between fairly rewarded and c compensated teachers and their performance the relationship between highly motivated teachers and their performance, and the relationship between the effectiveness and efficiency of the school and the motivational level of its teachers. In gathering information, the research study employed both primary and secondary sources. The primary source was mainly the distributed questionnaires and the secondary sources were the library work and internet explorer. The study used survey as its research design. Five Secondary Schools from Bugiri District, Uganda were purposely selected to serve as a sample. However, in selecting the respondents, random sampling was used. Fifty teachers, ten from each school and twenty five students, five from each school make the sample population. Tables and charts were used in organizing the data and Pearson’s correlation coefficient was the technique employed in analyzing the collected data. From the findings of the study, it was revealed that the relationship between fairly rewarded and compensated teachers and their teaching performance, the relationship between highly motivated teachers and their teaching performance, and the relationship between the effectiveness and efficiency of the school and the motivational level of its teachers were significant. The findings further indicate that teachers were not happy with their school’s rewarding and compensating system. The study therefore, recommended that remuneration of the teachers should be improved and given on time. The schools also need to provide reasonable allowance and establish a conducive atmosphere through which the teachers could be motivated to perform their tasks well.
- ItemAppraisal practices and teacher performance in selected primary schools in Muthambi Division, Maara District, Kenya(Kampala International University, College of Education, Open and Distance Learning, 2012-08) Josephine, Nyaga K.The study set out to establish the effect of appraisal practices on the performance of teachers in primary schools in Muthambi division, Maara District Kenya. The specific objectives of the study were to: examine the level of appraisal practices used in primary school activities in Muthambi Division; examine the level of teacher performance in’ Primary schools in Muthambi Division and determine the significant relationship between the levels of appraisal practices on teacher performance in Primary schools in Muthambi Division. It has been reported by the DEO, Maara (2007) that teacher morale and motivation to work in primary schools in Muthambi division is very low; that many teachers often absent themselves from classes and teachers come late to school; that teachers leave the schools unattended to; and seem not to be satisfied with their work as they do not complete the tasks assigned to them in time. These indicated poor performance by the teachers. Therefore, this prompted the study. The study was a descriptive survey, precisely a correlational design in which both qualitative and quantitative approaches of data collection were employed. From the findings, the study established a significant relationship between appraisal practices used in primary schools in Muthambi division on the participation of teachers in school activities. The study also established a significant relationship between appraisal practices used in primary schools in Muthambi division on the quality of teaching and the involvement of teachers in school administration. The study concluded that, appraisal practices used in primary schools in Muthambi division significantly affect the participation of teachers in school activities. From the findings and conclusions, the following recommendations were made: the head teachers in the secondary schools should endeavor to spell out what, who should be appraised, the methodology employed and most importantly the feedback got from appraisal should be communicated to teachers in time for the purpose of improving the participation of teachers in school activities.
- ItemApproaches and learning abilities of inclusive and mainstreamed children with special needs in Igembe north district-Kenya(Kampala International University, School of Education, Open and Distance and E-learning, 2012-09) M’mauta, KimaniThe researcher sought to investigate the approaches and learning abilities of inclusive and mainstreamed children with special needs in igembe north district, kenya. the researcher got interested in carrying out the study because the transition rate for the special need learners was very low. from the literature review, no studies had been carried on approaches and learning abilities of inclusive and mainstreamed children with special needs in the district. the study was guided by four (4) objectives and four (4) research questions. the researcher investigated the approaches used in teaching special needs children, determined their learning abilities and tested the hypothesis of no significant relationship between teaching approaches and learning abilities of the learners. learning abilities of the learners. descriptive survey design which adopted the descriptive correlation strategy was used to this study to test the hypothesis. the researcher targeted 20 primary schools in igembe north district, kenya. a total of 100 teachers were involved in the study, data was collected through questionnaire. a pilot study was carried out in 10 schools outside the district to establish the reliability. the questionnaires were subjected to three experts to test the validity of the instruments. analysis was done using frequency table for the objectives on approaches. the researcher used means to determine the level approached to teaching and learning abilities of learners. learning activities of inclusive and mainstreamed with special needs. the hypothesis was tested using pearson linear correlation coefficient. the researcher found out that the various teaching approaches used by teachers in inclusive schools and mainstreamed learners with special need was wanting. it was found that teachers trained in special needs were very few. the researcher recommended that the government trains more teachers in special needs and constantly in-services others on the new approaches.
- ItemArabic-English translation of cultural concepts by students of Makerere University, Kampala, Uganda(Kampala International University, college of Education,open and distance -learning., 2019-11) Ruwaida, Saleh GhabishaThe study investigated the constraints faced by Ugandan students in the translation of cultural concepts in Arabic and Englishand also into their local languages. The theory that grounded this research was Newmark’s theory (1988). The objectives of the study were to identify the difficulties in translating cultural concepts in Arabic/ English translation; to analyze the origin of the cultural concepts in the students’ local languages, and to determine the procedures for better understanding of cultural concepts. A descriptive and analytic design was used as a research design. A non-probability sampling method was used, that is, thepurposive sampling technique to determine the sample size of the study; whereby 10 lecturers and 50 respondents served as research subjects.In view of the fact that an interview was used for the lecturers while self-structured translation test containing two sections for data extraction, the study came out with the findings that most students have problems in translating cultural concepts and limited background knowledge about the culture of the Arabic language. In view of the above findings, the study recommended that there is need for accumulative use of cultural concepts and procedures; It is imperative that translators have more knowledge of the background of target language speakers and avoid using literal translation; misuse of the appropriate lexical words; linguistic, stylistic, and grammatical mistakes; and unfamiliarity with translation strategies and techniques.
- ItemAscriptive characteristics and students' dropout rate in selected secondary schools in Ruangwa District, Tanzania(Kampala International University: College of Education Open and Distance Learning, 2012-05) Kapere, JosephThis study titled "Ascriptive Characteristics and Dropout rate in Selected secondary schools in Ruangwa district, Tanzania" was carried out with following objectives: To, determine the profile teachers and students in terms of gender, age ,religion, tribe , race and teaching experience for teachers; determine the level of Ascriptive characteristics in selected secondary schools Ruangwa district, Tanzania; establish the rate of students dropout; to establish whether there is significant difference in dropout rate between male and females students; determine if there is significant of relationship between Ascriptive characteristics and students' dropout . The study used descriptive survey which adopted descriptive correlation, descriptive comparative and ex- post facto designs. Two hundred and seven (207) respondents participated in the study. The findings indicate that majority of respondents were males, 128 (79%) and they were well mature, experienced and well qualified; there is high level of Ascriptive Characteristics in (mean=2.8); the district dropout rate was (11.06); it was also found that there is significant difference between male and female students dropout rates; the researcher also found a significant relationship between the level of Ascriptive characteristics and students' dropout rate. The researcher recommends that, the schools environment should be improved so as to provide a conducive atmosphere in order to make students love schooling; the government should improve the social services of the rural areas; and Parents/guardians need to be sensitized on how they can follow the development of their children in academic sphere.
- ItemAn assessment of facilities provision for the nine years basic education programme in rwanda. a case of Karongi District, Rwanda(Kampala International University, 2010) Ntakirutimana, EdouardThe study was “An Assessment of Facilities Provision to the Nine Years Basic Education programme (9YBE) in Rwanda: A Case of Karongi District”. In Karongi district, the problem of facilities provision appears as big challenge to the schools which have the programme of 9-Years Basic Education. The study was carried under three objectives, namely Analyzing the basic facilities conditions on the 9-Years Basic Education Programme in Karongi disctrict schools; finding out the influence of facilities provision on the 9-Years Basic Education Programme in Karongi disctrict schools; and finding out the environmental factors that influence facilities provision on the 9-Years Basic Education Programme in Karongi district schools.