Department of Mathematics
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Item Application of computational fluid dynamics in the study of agricultural direct solar dryers(Busitema University, 2024) Kobusinge, SarahThis study explored the application of Computational Fluid Dynamics (CFD ) in investigating the efficiency and airflow patterns of three different agricultural solar dryers. The dryers analyzed include trapezium, rectangular prism, and triangular prism top shaped designs. The primary objective was to optimize airflow uniformity and temperature distribution, which are critical factors for improving drying efficiency and product quality. CFD simulations were conducted using COMSOL Multiphysics version 6.2, with models based on the Navier-Stokes equations for fluid flow and the energy equation for heat transfer. The results identified the third design, that is, Triangular Prism geometry top shaped, as the most effective dryer design in terms of drying uniformity and efficiency, thus providing valuable insights for improving post-harvest handling and reducing food losses. The study concluded that the trapezium design offers the best performance in terms of uniform drying and energy efficiency. The practical implication of these findings is the potential reduction of post-harvest losses by improving drying technologies in agriculture. The triangular-shaped dryer provides a cleaner, more efficient drying process, promoting food preservation and supporting the sustainability of small-scale farmers in developing regions. This contributes to food security and climate change mitigation by reducing dependence on traditional, fossil-fuel-powered drying methods.Item The Effects Of Blended Learning Of Stem Courses At Higher Institutions Of Learning. A Case Study At Faculty Of Science And Education, Nagongera Campus(Busitema University, 2024) Sande, PatrickStudents study STEM courses at higher institutions of learning. One method of teaching STEM course is through blended learning. It is where learners are passively given the materials on online and traditional face to face. It is used globally and it enables students to study both online and face to face. Blended learning was introduced at Busitema University in 2019; however it was fully implemented in 2020 during the covid-19 pandemic lockdown, where all modes of teaching were shifted online following covid-19 guidelines by the ministry of health. This investigates the effects of blended learning of STEM courses at higher institutions of learning. Regarding data gathering and analysis, this adopts a quantitative methodology. Data was collected using a self- made questionnaire. This study sampled 65 students in their second and third years. The findings show that; 16(45%) lack knowledge in video conferencing systems for example zoom, Moodle and Google classroom. 21(50%) had no personal computers and 10(48%) could not open even a website link on their own. 18(66.7%) were relying on traditional face – to – face learning. The results indicate that blended learning is an effective way to improve institutional students’ performance compared to traditional face to face learning. Additionally, these findings highlight valuable recommendation for future research and practices related to effective blended learning.Item The Impact Of Covid-19 Disease On The Performance Of Teaching And Learning Of Mathematics In Secondary School Level: A Case Of Tororo Girls School(Busitema University, 2024) Outa, AndrewThe purpose of this research was to examine the impact of the COVID-19 disease on the performance in mathematics in secondary schools in Tororo District. Tororo Girls’ School was selected for this study. Analytical survey research design was applied in this investigation. 125 respondents were selected at random for the research. These included students, teachers and a Headteacher. Information was collected with the use of the Promotional Mathematics Performance Score Sheet (PMPSS). Results revealed that students' performance in mathematics was very high before the COVID-19 disease but dropped drastically during the pandemic and slightly improved after the pandemic. There was a significant difference in students' performance in mathematics before and during the COVID-19 disease but there was no such difference in performance during and after the outbreak. In addition, there was no obvious difference in performance between the gender during the pandemic. The study recommended among others that Mathematics teachers should work harder in instructional delivery and also employ diagnostic and remedial instructional strategy to improve the performance of students which has been negatively impacted by the COVID-19 disease. KEY WORDS: COVID-19 disease; Performance; Online; Pandemic; Teaching; Learning.Item The Influence Of School Environment In The Teaching And Learning Process Of Mathematics In Selected Schools In Busia District, Uganda(Busitema University, 2024) Onyanga, RaymondThe study was to examine the influence of school environment in the teaching and learning process of mathematics in selected secondary schools in Busia District, Uganda. The study employed both qualitative and quantitative approaches with questionnaires being the main instrument of data collection in addition to interview guide and document review. The data collected was analyzed using descriptive statistics. Results from the study showed that adequacy of physical facilities like enough classrooms and scholastic materials like text books improve student's academic achievement in mathematics. It was concluded that the presence of human resources like electricity had a significant influence on the students' academic achievement in mathematics. The study recommended school administrators to properly and appropriately plan for available human resources and scholastic materials in secondary schools. Rewards need to be more pronounced and given enough awareness so as to enable students comprehend them better.Item Low Enrollment Of Girls In Advanced Level Mathematics Classes In Tororo District(Busitema University, 2024) Khatete SamThis study investigates the factors contributing to the low enrollment of the girl child in the advanced level in Mathematics classes in Tororo District in Eastern Uganda. Addressing the problem is crucial in order to reduce gender disparities in STEM fields and also increase the percentage of female students in the available career opportunities. Despite the efforts to promote gender equality, Tororo District has a persistent gender gap inthe enrollment of the girl child in the advanced level specifically in the Mathematics classes. However, the findings are based on three specific objectives such as; To identify the causes of low enrollment of girls in advanced level mathematics, to evaluate current interventions and policies by Government, to propose solutions to increase girls’ enrollment. The methodologies used in overcoming the challenge include; surveys, interviews, and focus group discussions with students, teachers, parents and other education stakeholders. Cultural norms and stereotypes, societal expectations and limited visibility of women in Mathematics fields were identified as key factors. A significant portion (60%) of the respondents noted the absence of extracurricular programs promoting awareness about advanced mathematics for girls. The low enrollment of girls in advanced mathematics is essential for gender equality and empowering young women particularly in Tororo District.Item Factors Influencing The Attitude Of Secondary School Students Towards The Study Of Mathematics In Nagongera Town Council In Tororo District(Busitema University, 2024) Khalayi, CatherineThis study investigated the factors affecting secondary school students' attitudes towards mathematics in Nagongera, Tororo district, Uganda. A cross-sectional survey of 120 students revealed that background environment, parental involvement, and learning styles significantly impact students' attitudes. The findings show that students' attitudes directly influence their mathematics performance. Parental encouragement fosters a positive attitude towards mathematics. The study recommends organizing seminars and workshops to promote positive attitudes towards mathematics. However, further research is needed to explore other influencing factors, such as gender bias, to address the existing gap in researchItem Effects Of Teachers’ Welfare On The Students’ Academic Performance In Mathematics In Secondary Schools Of Kween District.(Busitema University, 2023) Cherop GraceTeacher performance is a vital process that aids in the achievement of school goals and objectives, while also benefiting the teachers themselves. This research aimed to explore the impact of teacher welfare on student achievement in mathematics in Kween District’s secondary schools. The research employed a cross-sectional survey design, using both quantitative and qualitative methods for data collection and analysis. Data was collected through interviews and structured questionnaires. The sample consisted of 40 teachers from 4 secondary schools in Kween District, selected at random. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed thematically. The findings revealed a strong correlation between the welfare of mathematics teachers and their performance, which subsequently influenced student achievement in mathematics. The attitudes' of school leaders were also found to significantly affect teacher welfare in Kween District’s secondary schools. The study recommends that,s government should implement strategies to improve staff accommodation, provide adequate facilities for teacher satisfaction, and ensure the availability of balanced meals and medical services for teachers. The provision of educational resources such as desks, seating facilities, teaching materials, appreciation for the work done and infrastructure was also emphasized. Additionally, it was suggested that there is need for school leaders and stakeholders to provide allowances and improve working conditions for teachers, thereby enhancing job satisfaction and motivation.Item The Impact Of Blended Learning Technique On The Performance Of Students In Mathematics At Nagongera Campus, Busitema University(Busitema University, 2024) Chebet, SandraBlended learning, which combines traditional face-to-face instruction with online learning, has gained popularity in recent years as a means of enhancing student performance in various disciplines. This report examined the impact of blended learning on the performance of students in mathematics courses at Nagongera campus, Busitema University. Busitema University is a public university in Uganda, with its main campus located in Busitema and several other campuses, including Nagongera. The university offers a variety of programs, including mathematics courses, which are critical for students pursuing degrees in science, technology, engineering, and mathematics (STEM) fields The implementation of blended learning in mathematics courses at Nagongera campus involved a combination of traditional classroom instruction and online learning activities. The online component includes the use of learning management systems (LMS), educational videos, interactive quizzes, and discussion forums. This approach allows students to learn at their own pace and engage in collaborative learning activities. The study examined the impact of blended learning on student performance by comparing the grades of students who participated in blended learning courses with those who took traditional face-to-face courses. The study also analyzes the factors that contribute to the success of blended learning, such as student engagement, motivation, and satisfaction. The study found that students who participated in blended learning courses performed better than those who took traditional face-to-face courses. The results suggest that blended learning provides students with more opportunities to engage with the course material, review difficult concepts, and receive feedback on their progress. Moreover, the study found that blended learning increased student motivation and satisfaction, leading to higher levels of engagement and participation. Despite the benefits of blended learning, the study identified several challenges that need to be addressed to ensure its success. These challenges include: Limited access to technology: Some students may not have access to the necessary technology to participate in online learning activities. Lack of technical skills: Some students may lack the necessary technical skills to navigate the online learning environment. Limited internet connectivity: Limited internet connectivity in some areas may hinder students’ ability to access online resources. Time management: Balancing the demands of online and face-to-face learning activities can be challenging for some students. Inadequate training for instructors: Instructors may require training on how to design and deliver effective blended learning courses. To maximize the impact of blended learning on student performance in mathematics courses at Nagongera campus, Busitema University, the following recommendations were suggested: Provide students with access to technology and training on how to use it effectively. Develop online resources that are accessible and user-friendly for all students. Ensure that instructors receive adequate training on how to design and deliver effective blended learning courses. Encourage collaboration between instructors and students to promote active learning and engagement. Monitor and evaluate the effectiveness of blended learning regularly to ensure continuous improvement.Item Challenges Faced By Mathematics Teachers In Assessing And Evaluating The New Lower Secondary Curriculum. A Case Study In Tororo District.(Busitema University, 2023) Chebet GilbertThis report presents the results of study of challenges faced by teachers of mathematics in assessing and evaluating the new lower secondary curriculum in Tororo District. In February 2020, The New Lower Secondary School Curriculum (NLSC) commenced with Senior One and was implemented in stages. Regarding data gathering and analysis, this study adopts a quantitative methodology. Data was collected using a self-mode questionnaire. This research was carried out were 30 participants were sampled. The findings show that: Majority 16 (53.5%) out of 30 respondents reported that they had challenges when assessing and evaluating the new lower secondary curriculum. In terms of school challenges, results show that: 53% had inadequate training meaning that they have not yet attended seminars, workshops and mathematics conferences, 80% didn’t have effective collaboration between themselves for example sharing of work regarding the new curriculum, 87% reported that the schools lack infrastructure to accommodate all the learners, 85% don’t use technology and 70% reported about the inadequate resources while assessing and evaluating the new curriculum. The study found that teachers had a big challenge in the new curriculum, also the study suggested that the school administrators and the Government should provide training to the teachers, provide more infrastructure and resources and to provide teachers with the use of technology in assessing and evaluating the new lower secondary curriculum.Item Influence Of Extra Lessons On The Performance Of Learners In Mathematics In Secondary Schools: Caseofsoroti Municipal Secondary Schools(Busitema University, 2024) Byanyima WinnieWe use the Hierarchical Linear Model to analyze the current state of extracurricular tutoring time for secondary school students and its impact on academic performance using UNEB data from SOROTI district in UGANDA. The study discovered that the effect of extracurricular tutoring time on academic performance is a non-linear relationship that initially declines and then increases, indicating that subject-specific tutoring has a threshold effect. When tutoring time exceeds a certain threshold, academic performance improves qualitatively. However, when mathematics tutoring time exceeds a certain threshold, the gap in mathematics scores between students from different family backgrounds widens, resulting in educational inequality. The effect of school curriculum time on student achievement is a non-linear relationship that begins with an increase and then declines. When compared to off-campus tutoring time, in-school curriculum time can more effectively improve on student academic performance.Item The Influence Of Digital Resources In The Teaching And Learning Of Mathematics Within The Competence Based Curriculum In Chemwania High School Located In Kween District, Eastern Uganda(Busitema University, 2025) Arapcherotich KennethThe use of digital resources is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a word that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. it has become more common for the students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for the sustainability, technology, and education should collaborate. The study investigated how students felt about using digital resources to teach mathematics. This study employed a case study design and was qualitative in nature. The technology acceptance Model was employed as the theoretical frame work which explains how to encourage users to accept and utilize new digital resources or technologies. Twenty second – year mathematics students who were specifically chosen to be information – rich participants Ade pool. Data were collected using semi - structured interviews. The collected data was analyzed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they learning mathematics using tools.