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All Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Aja, Lucy
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Education Mathematics Social Sciences Other

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Journal : Journal of Research in Education and Pedagogy

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Kiswahili Language Assistance for Science Students Academic Achievement in a Multilingual Classroom Setting in East Africa: A Study of Government-Aided Western Ugandan Secondary Schools Aja, Lucy; Muhammad, Tukur; Bwema, Keneth; Lubega, Mohammad
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.40

Abstract

This study investigates the impact of Kiswahili language assistance on academic achievement in science among students in a multilingual classroom setting in East Africa. The study used a quasi-experimental method to statistically evaluate the impact of Kiswahili language assistance on science students’ academic achievement, utilizing a pretest-posttest non-equivalent control group research design. One hundred and eighty randomly selected senior four secondary school students from two schools in western Uganda were given a science achievement multiple-choice question with 60 multiple-choice items to gather data. Pretest and post-test scores were compared using descriptive statistics, and the hypotheses were tested using Analysis of Covariance (ANCOVA) at a significance level of 0.05. The findings reveal that male students performed better than female students when taught using Kiswahili assistance. Similarly, students who were taught science using the Kiswahili language as assistants achieved greater academic achievement in science than those who were taught science using the English Language. These results recommend that Kiswahili language assistance enhances science learning compared to English. Based on the conclusion of these findings, the researchers recommended that teachers should use Kiswahili as a language assistance in the teaching of science to improve student understanding of science concepts. Furthermore, the study also recommends further research on the utilization of language assistance and science learning in the context of multilingualism to inform educational policy and practice.
Needs Analysis about Female Students’ Interest and Anxiety for the Development of the Science Module Muhammad, Tukur; Aja, Lucy; Joyce, Shakiro
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.80

Abstract

Science is still the best way for a country to advance technologically in the modern world, and women have been engaged in scientific endeavors for decades. Therefore, it has been widely acknowledged that enhancing science education and providing female children with job opportunities is essential for national growth. However, gender inequality against female students in science classes has been acknowledged in Nigeria. This issue is caused by parental views, religious beliefs, cultural influences, and female students’ lack of interest and anxiety in science classes, which has led to a decline in the number of girls enrolled in secondary schools in Nigeria. Therefore, this study investigated the problems in science curricula and textbooks as well as the reasons for female students’ lack of interest in and worry about learning science. A checklist of questions about interest in and worry about learning science was used to examine the scientific curricula and texts. Focus groups with particular SS II female students were also held utilizing the interview methodology. The results showed that problems with the Nigerian scientific textbooks and curriculum contribute to the uninteresting nature of science instruction. However, the focus group interview results show that female students face obstacles that make them less enthusiastic and nervous about studying science in secondary school. This led to the determination that a teaching module incorporating factors related to interest and anxiety in science learning was necessary.
Relationship Between Enthusiasm in Teaching and Teacher Turnover in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda Bindeeba, Tukahirwa Evas; Muhammad, Tukur; Aja, Lucy; Tumwesigye, Alex Behakanira
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.107

Abstract

Teacher enthusiasm, defined as the integration of positive emotional experiences—such as enjoyment in teaching—with their outward expression through observable behaviors, is widely recognized as a vital attribute of effective and high-quality instruction. Although research on teacher enthusiasm has a long tradition within educational psychology, much of it has predominantly emphasized teachers’ external manifestations during instruction, including voice, tone, facial expressions, and body movements or gestures. The present study explores the relationship between enthusiasm in teaching and teacher turnover in public secondary schools in Bushenyi – Ishaka Municipality, Uganda. Specifically, it assesses the extent to which enthusiasm in teaching relates to teacher turnover in public secondary schools in Bushenyi-Ishaka Municipality. The research design was a cross-sectional design. A mixed-approach research approach, which blends quantitative and qualitative methods within a single study, was used. The population size was 4454, and the sample size used was 367 respondents selected randomly but proportionately depending on the number of teachers and students using Sloven’s formula. The instruments used for data collection were questionnaires and interview guides. The collected quantitative data were analyzed using Pearson correlation and multiple regression analysis with the aid of SPSS software version 27.0. Qualitative data were thematically analyzed. The reliability of 0.872 was established using the Cronbach formula. Frequencies, means, and percentages were also employed. The findings revealed a strong negative correlation between teaching enthusiasm (TE) and teacher turnover (TT), with a correlation coefficient of -0.789 (p < 0.05), indicating that higher teacher enthusiasm is associated with lower turnover rates. The multiple regression analysis showed that motivation contributes significantly to teacher turnover, explaining 64.5% of the variance (R² = 0.645). The model underscores the importance of teacher enthusiasm in reducing turnover rates. Therefore, teachers who demonstrate high enthusiasm for their work are more likely to stay in their positions, leading to a reduction in teacher turnover. Given the above findings, it is recommended that educational leaders prioritize the development of supportive teaching environments. By focusing on these areas, schools can improve teacher satisfaction and retention, ultimately leading to a more stable and effective educational setting for students.
Co-Authors Abonyi, Okechukwu Sunday Bindeeba, Tukahirwa Evas Bwema, Keneth Elom, Iruka John Green, Balafama Joyce, Shakiro Lubega, Mohammad Muhammad, Tukur Otitoju, Aquila Modupe Tumwesigye, Alex Behakanira