Browsing by Author "Sarah Kizza Nkambwe"

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A Framework for Managing Water Quality From Hand-dug Well: A Case of Mutukula Town Council, Uganda
(East African Nature & Science Organization, 2025-11-13) Yosam Tumwebaze; Miria Frances Agunyo; Eleanor Wozei; Sarah Kizza Nkambwe
This research proposed the adoption of a framework as a supporting tool to enhance the management of the quality of water from hand-dug wells in Mutukula Town Council, Uganda. Although water from hand-dug wells is often considered prone to contamination, no such study has been carried out for Mutukula Town Council. Adopting both qualitative and quantitative approaches including the use of surveys, experimentation and tools such as the sanitary inspection package developed by the World Health Organization, the research clearly indicated that not only was the quality of water from the 5 wells considered poor but that the wells also lacked pertinent components such as secure covers, drainage provisions, headwalls among others. Moreover, the absence of regulatory tools/guidelines, and cultural and socioeconomic practices amongst community members further contributed to risks associated with using water from these wells. This research proposes a framework that can be adopted by respective local authorities to enhance management and monitoring of water quality and it incorporates key components of training and capacity building, collective supervision and encouraging regular engagements with the various stakeholders
Contemporary Pedagogical Strategies and Learners’ Academic Achievement in National Teachers’ Colleges (NTCs) in Uganda
(East African Nature & Science Organization, 2025-09) Clare Atuhire; Sarah Kizza Nkambwe; Remigio Turyahabwe
The study examined the effect of contemporary pedagogical strategies, specifically problem-based learning and learning contracts, in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were to: i) examine the effects of problem-based learning on academic achievement of learners in NTCs in Uganda & ii) analyse the effect of learning contracts on academic achievement of learners in NTCs in Uganda. The study adopted a cross-sectional design and was underpinned by pragmatist philosophy with an explanatory sequential type of mixed methods. Data was collected from 681 respondents with the help of questionnaires, Key informant interviews, and document review. Quantitative data was analysed using SPSS version 29 for statistical data, while qualitative data was analysed in themes to draw conclusions for the study. The results revealed that there was a strong positive relationship between learning contracts and completion rate, with a correlation of 0.71 at a p-value of <0.01. Learners in NTCs gained skills and values to enhance their ability to teach and learn in lower secondary schools (pedagogical skills). Further, there was a strong positive relationship between problembased learning and academic achievement of 0.31 with a p-value of < 0.01 on skills. It was concluded that Problem-based learning increased learner engagement and aided them to score better grades, while Learning contracts motivated learners in NTCs to do their coursework, project work, and research. The study recommended continuous professional development and support supervision to teacher trainers so as to enhance their skills in the implementation of contemporary pedagogical techniques, specifically problem-based techniques
Effect of Active Teaching and Learning Methodologies on the Academic Achievement of Learners in National Teachers’ Colleges in Uganda
(East African Nature & Science Organization, 2025) Clare Atuhire; Remigio Turyahabwe; Sarah Kizza Nkambwe
The study examined the effect of Active Teaching and Learning (ATL) methodologies on the academic achievement of learners in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were two-fold: i) to examine the effects of learning stations on the academic achievement of learners in NTCs in Uganda, ii) to analyse the effect of project-based learning on the academic achievement of learners in NTCs in Uganda. The study adopted a cross sectional design and was underpinned by pragmatist philosophy with an explanatory sequential type of mixed methods approach. Tools for data collection included questionnaires, which were administered to lecturers and students. Interviews were held with selected Ministry of Education officials, institutional heads and Enable staff. Document review of academic award meeting minutes and portfolios was also done. Data was collected from 681 respondents. Quantitative data were analysed using SPSS version 29, while qualitative data was analysed in themes to draw conclusions for the study. Results revealed that there was a strong positive correlation between learning stations and skills learners acquire at learning stations at P<0.01. Further, there was a strong positive correlation between project-based learning and technological skills acquired by learners at P<0.01. It was concluded that, whereas the learning stations were appreciated for promoting peer support, they consumed a lot of time, especially for large classes, and required a lot of technical support from the teacher to learners. The study recommended continuous professional development for teacher trainers, which may help them to apply Active Teaching Learning methodologies effectively for better academic achievement.