The Performance of Students in Computer Studies at Secondary School Level: Is Teacher Education Relevant Today in Uganda?

By Florence Kabahamba Ameri.

Published by The International Journal of Technologies in Learning

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The paper presents the results of the study conducted in three first-class urban Ugandan secondary schools. A multiple case-study investigation was considered appropriate because it was felt necessary to compare the performance of students in Computer Studies. This would add literature of the newly introduced subject in a developing country, like Uganda. The findings of the study revealed that few students had attained proficiency level (25.6 %) in the national Computer Studies examination in the previous five years (2006-2011). There was a gender disparity in the attainment of very high proficiency levels, with females at 4.6 per cent and males at 18.6 per cent. These findings have important policy implications, including the need for increased budgets for teacher training and curriculum development for both secondary and university education, and advocacy for the feminization of Computer Studies.

Keywords: Component, Learning Achievement, Computer Studies, Secondary Schools, Teacher Education, Performance

International Journal of Technologies in Learning, Volume 19, Issue 4, pp.113-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 559.425KB).

Dr. Florence Kabahamba Ameri

Lecturer, Teacher Education and Development Studies, Curriculum Studies Section, Kyambogo University, Kampala, Uganda

Florence Kabahamba Ameri holds B.A. (Honours) and a Masters of Education from Makerere University, and a Ph.D. from the University of Dar es Salaam in Tanzania. She is specialised in curriculum planning and implementation. She has taught curriculum studies to undergraduate and graduate students in Makerere and Kyambogo University. She has held consultancy with Enhancement of Universal Primary Education (EUPEK) and Uganda Program for Human and Holistic Development (UPHOLD) projects aimed at improving quality learning in schools in Uganda.