Master of Arts in History

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    Parental Involvement and Reading Skills of High School Students in Garowe City, Puntland, Somalia
    (2024) Yacqub Jama Hersi
    The purpose of the study was to investigate the relationship between parental involvement and the reading skills of high school students in Garowe City, Puntland, Somalia. The study objectives were: first, to examine the relationship between parental involvement in school decision-making and the reading skills of high school students in Garowe City, Puntland; second, to assess the relationship between parental involvement in home learning and reading skills of high school students in Garowe City, Puntland; and finally, to determine the relationship between parental volunteering in school activities and the reading skills of high school students in Garowe City, Puntland, Somalia. The study employed a cross-sectional research design. Data was collected from 395 respondents, comprising 290 students, eight English teachers, and 97 parents. Questionnaires were administered to the students and parents, while interviews were conducted with the teachers. The findings indicated that parental involvement in school decision-making was moderately and statistically significantly related to the reading skills of high school students in Garowe City, Puntland, Somalia (r = .591*, p-value = 0.000 < 0.05, N = 351). Secondly, the results showed that parental involvement in home learning was moderately and statistically significantly related to the reading skills of high school students in Garowe City, Puntland, Somalia (r = .435*, p-value = 0.000 < 0.05, N = 351). Finally, the findings revealed that parental volunteering in school activities was moderately and statistically significantly related to the reading skills of high school students in Garowe City, Puntland, Somalia (r = .435*, p-value = 0.000 < 0.05, N = 351). The study concluded that parental involvement was a significant factor in improving reading skills. Strengthening parental participation was considered a vital strategy for enhancing the reading abilities of high school students in Garowe City, Puntland. It further determined that parental involvement in home learning had a direct positive impact on students' reading skills, demonstrating its effectiveness in fostering English language proficiency. Finally, the study found that increased parental volunteering in school activities moderately contributed to the development of students’ reading skills by creating a supportive environment that encouraged coherence and progress in their academic performance. The study recommended that schools involve parents in decision-making processes in a timely manner to facilitate effective school management and support an adequate reading environment. It also suggested that schools should carefully consider what to include in their activities to encourage meaningful parental participation. In addition, the study emphasized the importance of parents to actively engage in their children's early reading development by monitoring their comprehension and assisting them with homework. which could serve as a foundation for enhancing problem-solving skills.
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    Curriculum shifts and the teaching of history in Uganda:
    (Kampala International University, College of Education, Open and Distance Learning, 2019-11) Kaburahoona, Louis
    This study investigated curriculum shifts and the teaching of history in secondary schools in Uganda using Mbarara district as a case study. Despite the so many decades of western education in Uganda and the periodic shifts in Uganda’s secondary school curriculum [at least in theory after every five years], questions continue to persist about the relevance of the content taught. The increasing number of the jobless youths could be a reflection of the students not acquiring the skills, knowledge and competences needed for the world of work. The study sought to achieve the following objectives: to examine the aims and objectives of teaching history in secondary schools in Uganda; to determine the need for curriculum shift for history teaching in secondary schools in Uganda; and to find out the effects of curriculum shifts on the teaching of history in secondary schools in Uganda. The study adopted a qualitative approach using a cross-sectional survey design. Systematic and purposive sampling techniques were also used in this study. A sample of 125 respondents was selected for the study. The respondents included district education officers, head-teachers, deputy head-teachers and directors of studies. Others were the history teachers and history students. The data were collected using interviews, focus group discussions and observations for primary data and the review of related literature for secondary data. Data was qualitatively analyzed, that is, by narrative analysis and content analysis. This involved a phenomenological approach of the deep understanding of the views and experiences of the participants, description, interpretation and narration of the emerging issues out of which authentic conclusions were made and quoting extensively in verbatim. The study established that the aims and objectives of teaching history in secondary schools in Uganda were multifaceted ranging from local to international issues of political, governance, economic, technological and socio-cultural values. The study revealed that there are several areas of concern which are social, cultural, technological, economic and political which justify the need for curriculum shift for history teaching in secondary schools in Uganda. The study revealed that there were both positive and negative effects of curriculum shifts on the teaching of history also termed as social, cultural, technological, economic and political. Curriculum shift was found to unlock the good ideas about how to improve teaching and learning in order to achieve the aims of education. The study concludes that the aims and objectives of teaching history in secondary schools in Uganda remain largely redundant or buried even when the papers of history taught explicitly show this. The study concludes that curriculum shift for history teaching in secondary schools in Uganda requires a multifaceted approach involving stake holders such as experts in curriculum planning, teachers, students, government, parents and donors to ease the implementation phase. The study further concludes that the effects of curriculum shift on the teaching of history in secondary schools in Uganda remain blurred and obscured since the content taught has differed little from the colonial days to the present. The study recommends that curriculum planners have to ensure that the pedagogies and methods employed by history teachers reflect the aims and objectives of teaching history. The study recommends that curriculum reforms should put all stake holders such as experts in curriculum planning, teachers, students, government, parents and donors on board in order to critically determine where the need lies. The study also recommends that regular forums should be established at the school, district, regional and national levels to assess how shifts in curriculum affect the teaching of history
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    Colonialism and socio-economic development of African societies: a case study of Hadejia Emirate, Nigeria (1906-1960)
    (A thesis submitted to the college of higher degrees and research in partial fulfillment of the requirements for the award of the degree of master of arts in history of Kampala International University, 2015-05) Abdullahi Mohammed, Mohammed
    This historical study was carried out in Hadejia Emirate of Nigeria to assess the establishment of colonialism in Nigeria, to examine the social impact of colonialism on Hadeja Emirate, Nigeria, as well as to analyze the economic impact of colonialism on Hadejia Emirate in Nigeria. Being a historical study, documentary analyses as well as oral interviews were used. The 53 respondents who participated in the study were purposively selected on an assumption that they were knowledgable of the historical events of colonialism in Nigeria, specifically Hadejia Emirate. These were 26 secondary school teachers of 1-listory, six university lecturers of History, ten religious leaders, seven political leaders and four traditional leaders. The study took a crosssectional descriptive survey design, using qualitative approach. The interviewees revealed that colonialism was introduced in Nigeria in the l9~’~ century A.D by the British as a result of the scramble and partition of Africa. The largest part of northern Nigeria by the 9~ century was part of the Sokoto Caliphate. The Emirates under Sokoto Caliphate covered a substantial area of northern Nigeria as a result of a Jihad led by Uthrnan Dan Fodio. Islam and indigenous African religions were the two religions practiced by the people by the time the British started ruling Nigeria.With the advent of colonialism, social changes were ushered in including the establishment of Christianity, European culture, formal schooling, and hospitals, all of which had both positive and negative impacts. Economically. new cash crops were introduced, textile and industries were introduced, and the mode of pasterolism was changed. The impacts of all these, as perceived by the interviewees, were both positive and negative. It was concluded that given the speed at which the world is moving today in terms of socio-econornic development, the changes brought by the colonial masters in Hadejia Emirate should receive more praises than criticisms and hence be adopted with some changes to suit the current trends in science and technology.