Browsing by Author "Emmanuel, Masanja"

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    Adoption of Information and Communication Technologies and Use of Learner-Centered pedagogies among Teachers in Secondary Schools in Namayingo District.
    (Busitema University, 2024) Emmanuel, Masanja
    This study investigated the relationship between the adoption of information and communication technologies and the use of learner-centeredpedagogies among teachers in Secondary Schools in Namayingo District. Specifically, the study evaluated the levels of ICT adoption and use of learner-centered pedagogies. It also examined the relationship between teachers’ ICT adoption and their use of learner-centered pedagogies and analyzed the factors influencing teachers’ ICT adoption and use of learner-centered pedagogies. The study utilized a cross-sectional survey design that incorporated both qualitative and quantitative data collection methods. The study involved eight head teachers, 123 instructors, and 346 pupils chosen by purposive sample, simple random sampling, and proportionate sampling procedures respectively. Students completed a close-ended questionnaire, teachers provided quantitative data through a standardized open-ended questionnaire, and head teachers participated in interviews. The study found that the teachers’ adoption of ICT and the implementation of learner-centered pedagogies were typically low, as indicated by the majority of students' responses scoring between 2.0-2.29 and 1.2-2.1, respectively. The findings indicated a moderately positive correlation between the adoption of ICT and the utilization of learner-centered teaching methods (r = .38, p < .001), suggesting that ICT adoption supports the implementation of learner-centered pedagogies. If ICT adoption is completely accepted in secondary schools in Namayingo District, learner-centered pedagogies would improve, leading to enhanced student achievement. The study recommended that stakeholders should regularly provide comprehensive supervision for the implementation of ICT. Additionally, additional ICT devices and reliable power sources, such as electricity or alternatives, should be made available and expanded to schools. Furthermore, instructors should receive comprehensive training in ICT pedagogy.