http://41.89.164.27:8080/xmlui/handle/123456789/10 2026-09-23T20:18:08Z http://41.89.164.27:8080/xmlui/handle/123456789/2828 Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda? Dumba, Simon; Okari, Florence Mokeira; Okemwa, Peter Digital delivery tools are central to English language teacher education in multilingual contexts, yet evidence on which specific tools influence trainees' linguistic repertoires remain scarce. This study investigated how digital delivery tools collaboration tools, learning management systems (LMS), virtual classrooms, video platforms, and work-showcase tools influence the linguistic repertoires of English language teacher trainees. A convergent mixed-methods design was employed, involving 150 teacher trainees (questionnaire) and 10 ELT lecturers (semi-structured interviews) at Kyambogo University, Uganda. Quantitative data were analysed using descriptive statistics, correlation, and multiple linear regression; qualitative data were analysed thematically. Regression analysis revealed that LMS (β = 0.346, p = 0.001) and collaboration tools (β = 0.257, p = 0.023) significantly predicted linguistic repertoire development, explaining 32.4% of the variance. Virtual classrooms (β = 0.157, p = 0.090), video platforms (β = -0.100, p = 0.250), and work-showcase tools (β = -0.050, p = 0.626) did not reach statistical significance. Qualitative findings showed that while video platforms were perceived as useful for listening comprehension, passive consumption did not drive repertoire development without structured tasks. Digital delivery tools influence linguistic repertoires unevenly. Tools that support sustained interaction, repeated language production, and peer feedback exert stronger effects than tools enabling passive consumption. Teacher education programmes should prioritise pedagogical integration of LMS and collaboration tools over mere provision of access. 2026-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2827 The Impact of Light Emitting Diode (LED) Lighting Use on Electricity Consumption in Nyeri County, Kenya Mawira, Nyaga; Nangendo, Isaac; Okemwa, Joshua Despite the global and national shift toward energy-efficient lighting, electricity consumption in Kenya remains constrained by persistent supply interruptions, rising tariffs, and incomplete household transition from conventional incandescent and fluorescent bulbs to LED technology. Further, there is inadequate empirical evidence documenting the actual impact of LED adoption on local electricity consumption patterns. This study sought to examine the impact of LED lighting use on electricity consumption among households in Nyeri County, Kenya. The study was anchored on the Energy Efficiency Theory and adopted a pragmatist research paradigm using a mixed-methods research design. The target population comprised approximately 175,000 households across Nyeri County, from which a sample size of 384 households was determined using the Yamane formula and selected through stratified random sampling; 315 questionnaires were successfully completed, yielding an 82.0% response rate. Data were collected using structured questionnaires and key informant interview guides. Quantitative data were analyzed using descriptive and inferential statistics via SPSS, while qualitative data were analyzed thematically. Ethical clearance was obtained from NACOSTI, with informed consent, confidentiality, and voluntary participation upheld throughout. Findings revealed that 62.2% of households primarily used LED bulbs, with greater bulb ownership and longer duration of use associated with lower reported electricity consumption. The study concluded that LED lighting adoption significantly and positively influences household electricity consumption reduction in Nyeri County, though adoption remains incomplete. It recommends intensified awareness campaigns, cost-reduction incentives, quality standards enforcement, and integration of LED promotion into rural electrification programmes. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2826 Evaluating the Compliance Levels of Electrical Safety Rules and Guidelines in Selected Technical and Vocational Education and Training Institutions in Nyeri County, Kenya Ndirangu, Benson Mungai; Wanami, Simon; Nangendo, Isaac Electrical safety is critical in TVET institutions due to frequent handling of live circuits, machinery, and electrical tools. This study evaluated electrical safety compliance in selected TVET institutions in Nyeri County, Kenya. Using a descriptive survey design, quantitative data were gathered via questionnaires from 290 respondents (234 trainees, 56 trainers) and analyzed using descriptive and inferential statistics. Qualitative data from six administrator interviews and six observation checklists were analyzed thematically. The results demonstrated moderate overall compliance (M = 3.11, SD = 0.91). Specifically, guideline adequacy recorded a mean of 3.12 (SD = 0.96), compliance with safety rules 3.09 (SD = 0.95), safety equipment 3.14 (SD = 0.95), and safety training 3.11 (SD = 0.94). A significant association was found between safety training and compliance levels, χ2(4, N = 290) = 232.81, p < .001 (Cramer’s V = .634). Multiple regression revealed that guideline adequacy, safety equipment, and safety training jointly explained 84.7% of compliance variance, F(3, 286) = 527.885, p < .001. Safety equipment was the strongest predictor (β = .370), followed by safety training (β = .305) and guideline adequacy (β = .289). Qualitative and observation findings revealed outdated or generic guidelines, weak routine inspection, equipment serviceability gaps, irregular practical safety training, supervision challenges and budgetary constraints. The study concludes that compliance is moderate and requires an integrated institutional approach combining accessible workshop-specific guidelines, functional safety equipment, continuous practical training, routine inspection and stronger supervision. Keywords: Electrical safety rules, Safety compliance, TVET institutions, Electrical safety training, Safety equipment. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2825 The Mediating Role of Industry Partnerships in the Relationship between Practical Skills Outreach and TVET Teaching Quality in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Introduction: Today, acquiring skills through TVET is not enough; there is a need to identify the market within communities, with the aim of delivering multiple benefits for trainees, trainers, industry, and TVET institutions. This study explores the mediating role of industry partnerships in the relationship between practical skills outreach and TVET teaching quality in Uganda. Methods: The study used a cross-sectional observational design. The study sites were Nyamitanga VTI and Rwentanga Farm Institute in Western Uganda, as well as Sesse Farm Institute in Central Uganda. A quantitative approach was used, with a structured questionnaire administered and later digitized in the Kobo Collect toolbox. The analyses were done in JASP version 0.98.1. Descriptive statistics and mediation analysis were conducted. Results: Results from the mediation analysis show that industry partnerships strongly mediate the relationship between practical skills outreach and quality teaching in TVET. Therefore, without proper industry exposure, collaborations, innovations, and strong teamwork, the practical skills outreach may not impact the quality of teaching effectively. Conclusion: Outreach programmes create a mutual win-win situation among the three players: trainees, industry, and TVET institutions. TVET institutions must introduce outreach programmes in their curriculum to enhance their teaching effectiveness through industry partnerships. These programmes enable the institution to gain reputation and prestige; trainees gain both field and institutional skills as well as create immediate employment, while the industries benefit through innovations. 2026-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2824 Effectiveness of Outreach Programme Strategies in Practical Skills Development among TVET Trainees in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Background: Most Technical and Vocational Education and Training (TVET) institutions in Uganda lack awareness regarding the necessity of outreach programmes for their long-term sustenance. Consequently, these institutions miss critical opportunities to equip learners with practical skills, connect with local markets, and promote institutional reputation. Aim: This study explored the potential of outreach programme strategies to foster industry-aligned practical skills development in Uganda. Methods: Descriptive statistics, frequency tables and plots, and independent-samples t-tests (preceded by Brown-Forsythe tests of equality of variances) were used to examine practical- skills development (items PS1-PS5) across community, school-based, and ICT-related skills outreach programmes. Results: Descriptive statistics showed that skills gained through outreach programmes most strongly complemented institutional training, while frequency tables indicated high levels of agreement that outreach improved real-world application, hands-on experience, exposure to tools and work conditions, and problem-solving. Frequency density plots revealed that these effects varied by field of study, with agricultural trainees responding more to certain items, building and construction trainees to others, and fashion/design and automotive trainees to still others. The t-test confirmed that average practical skills development increased significantly after outreach strategies were introduced, particularly for school-based programmes supporting farmers. However, ICT-related outreach had insignificant improvement. Conclusions: Outreach programmes, when properly designed, scheduled, and made mandatory, significantly enhance practical skills development in TVET institutions by complementing classroom training and providing real-world exposure. Their effectiveness differs across fields of study, with the strongest overall gains linked to structured community and school-based interventions. However, ICT-focused outreach has so far shown little measurable impact on practical skills. 2026-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2823 INFLUENCE OF TEACHERS’ DIGITAL LITERACY SKILLS ON THE TEACHING OF MATHEMATICS IN LOWER PRIMARY SCHOOLS IN KANDUYI SUB-COUNTY, BUNGOMA COUNTY, KENYA KARAKACHA, LILIAN AKELLO Digital literacy plays a crucial role in modern education and has the potential to improve learning experiences among lower primary school learners in Grade one to three. However, skills in digital literacy influence among teachers teaching mathematics in lower primary schools in Kenya is not well documented. The ultimate purpose of this research study was to investigate the digital skills in teaching and learning of mathematics activities influence in teachers’ in Kanduyi Sub County’s lower primary schools. Explicitly, the study intended to: determine the level of teacher digital literacy skills, assess the availability of digital literacy devices, examine the extent to which digital devices are used and find out the perception of teachers on digital literacy and teaching mathematics activities. Social constructivism theory guided this research study and adopted a mixed-methods approach. The study target population included 92 and 631 public primary school head teachers and Grade 1–3 teachers respectively with a sample of 23 head-teachers as well as 235 teachers sourced through simple random sampling employing Yamane’s formula. Validity and reliability on structured questionnaires, interviews and observation checklists was done on the tools prior to the actual fieldwork. Statistical Package for Social Sciences was used to analyse qualitative and quantitative data for descriptive and inferential statistics following the study objectives. Percentage frequencies, means, standard deviations and correlation analysis, as well as chi-square tests and multiple linear regression were used. Findings were presented via figures and tables as well as descriptive narratives where the study revealed that teachers’ digital literacy was at a moderate level and that most schools in the sub-county did not have sufficient digital devices for teaching mathematics. Teachers in this research study moderately applied digital literacy devices in teaching and learning of mathematics activities in schools and most had positive perceptions towards the role provided in enhancing teaching and learning of mathematic activities in lower primary schools in the Sub County. Regression results indicated that there was significant positive influence of digital literacy skills on mathematics teaching on the following order: digital devices availability (β= 0.531, p=0.001), teachers level of digital skills (β=0.359, p=0.001), digital devices usage (β= 0.218, p=0.001) and teacher perceptions (β=0.123, p=0.015). The study in conclusion established significant moderate positive effect of teacher digital literacy skills and teaching of Mathematics subject in lower primary schools. The study recommends that teachers should be adequately provided with digital training programmes, government to support schools in supplying internet, electricity, construction and equipping of computer laboratories. Head teachers needs also to monitor and oversee the integration of digital instruction in teaching and learning of mathematics subject in their schools. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2822 How Feedback Mechanisms within the Learning Management Systems Contribute to Curriculum Implementation Aruho, Felix; Kafu, Patrick; Emoit, Omuse Purpose: The purpose of this study was to analyse how feedback mechanisms within Learning Management Systems (LMSs) contribute to curriculum implementation in higher learning institutions, with specific reference to Kyambogo University. The study examined the extent to which LMS-enabled feedback mechanisms support interaction, learner engagement, collaboration, assessment, and effective curriculum delivery in digitally mediated learning environments. The study was grounded in Connectivism Theory and Transactional Distance Theory, which emphasize networked learning, dialogue, interaction, and the reduction of psychological distance between learners and instructors. Materials and Methods: The study adopted a parallel convergent mixed methods research design to generate both quantitative and qualitative data and to compare areas of convergence and divergence in the findings. A sample of 185 respondents comprising administrators, lecturers, and students was purposively selected from the Faculties of Engineering and Special Needs Education at Kyambogo University. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis with the aid of SPSS, while qualitative data were analysed thematically to capture participants’ experiences and perceptions regarding LMS feedback mechanisms. Findings: The findings revealed that respondents strongly perceived LMS feedback mechanisms as effective in facilitating timely, accessible, reliable, and interactive communication, with all feedback- related items recording mean scores above 3.90. Correlation analysis established a statistically significant moderate positive relationship between feedback mechanisms and curriculum implementation (r = .346, p < .01). Regression analysis further showed that feedback mechanisms significantly predicted curriculum implementation (β = .383, p < .001), accounting for 14.6% of the variance (R2 = .146). Qualitative findings corroborated the quantitative results by demonstrating that automated, peer, and interactive feedback mechanisms enhanced learner motivation, self-assessment, collaboration, and academic discipline. However, infrastructural limitations, digital literacy gaps, and accessibility challenges constrained effective LMS utilization. Implications to Theory, Practice and Policy: The study contributes to Connectivism Theory and Transactional Distance Theory by demonstrating that LMS feedback mechanisms strengthen interaction, collaboration, and learner autonomy within digital learning spaces. Practically, the findings underscore the importance of investing in robust LMS infrastructure, continuous professional development, and inclusive digital learning strategies to enhance curriculum implementation. From a policy perspective, higher learning institutions and education policymakers should prioritize policies that support digital infrastructure development, accessibility, and sustained capacity building for lecturers and students to maximize the effectiveness of LMS-based feedback systems. 2026-06-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2821 Rethinking Curriculum Implementation in the Digital Era: The Role of Personalized Learning through Learning Management Systems Aruho, Aruho; Kafu, Patrick; Emoit, Omuse Abstract: The digital transformation of higher education requires a reconceptualization of curriculum implementation towards flexible, learner-centred, and adaptive approaches. Learning Management Systems provide opportunities for enhancing curriculum delivery through personalized learning, feedback, assessment, and learner engagement. However, universities continue to use LMS mainly for accessing learning materials rather than as tools for transforming curriculum implementation. This study examined the role of personalized learning through LMS in enhancing curriculum implementation at Kyambogo University. A convergent mixed methods research design was adopted, involving 185 administrators, lecturers, and students from selected faculties. Data were collected using questionnaires and interviews and analyzed through descriptive statistics, Pearson correlation, regression analysis, and thematic analysis. Findings revealed that LMS-supported personalized learning enhances flexibility, self-paced learning, access to diverse resources, individualized feedback, and learner autonomy. A significant positive relationship was found between personalized learning and curriculum implementation (r = .391, p < .001), while regression analysis confirmed personalized learning as a significant predictor of curriculum implementation. However, challenges including inadequate digital infrastructure, high internet costs, limited digital competencies, and accessibility barriers constrained effective LMS utilization. The study concludes that personalized learning through LMS provides curriculum implementation in higher education, but requires institutional policies, digital capacity development. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2819 Comparison of skills acquired during professional development trainings and training needs of TVET Trainers in Uganda Kemigisha, Innocent; Wanami, Simon Technical and Vocational Education and Training (TVET) systems depend fundamentally on the competence and adaptability of trainers. In Uganda, Continuous Professional Development (CPD) initiatives have been implemented through government and development partner interventions, yet questions remain regarding their alignment with trainers’ professional development needs. Guided by Experiential Learning Theory, this study examined the skills acquired through CPD and the professional development skills and competencies still needed by TVET trainers. The study adopted a pragmatic research paradigm and a mixed-methods explanatory sequential research design. Quantitative data were collected from 204 TVET trainers from 24 TVET institutions in Uganda’s Central Regionusing structured questionnaires, while qualitative data were obtained from 10 purposively selected key informantsfrom the Ministry of Education and Sports TVET Department and Education Development Partners. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means and standard deviations, and regression analysis, while qualitative data were analysed thematically. The findings revealed a high level of reported skills acquisitionalongside substantial continuing professional development needs. The strongest acquired skills included modern hands-on skills, communication, ICT competence and modern pedagogical skills, while major continuing needs included ICT integration, additional technical skills, assessment and evaluation, pedagogy, curriculum development and classroom management. The study concludes that CPD is contributing to substantial skills acquisition but does not fully address trainers’ evolving professional development needs. It recommends a competency-based, practice-oriented CPD frameworkthat prioritises ICT integration, technical updating, assessment, pedagogy, curriculum development and classroom management while maintaining existing strengths in communication, innovation and entrepreneursh 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2818 Evaluation of techniquesused in the delivery of CPD programmes for TVET trainersin Uganda Kemigisha, Innocent; Wanam, Simon; Mutai, Wesley The TVET sub-sector in Uganda recognizes CPD as vital for sustaining trainer competencies. This study used a pragmatist stance.This study evaluated techniques used in the delivery of Continuous Professional Development (CPD) programmes for Technical and Vocational Education and Training (TVET) trainers in Uganda. The study was guided by Adult Learning Theoryand the Kirkpatrick Evaluation Modeland adopted a concurrent mixed-methods research design. The target population comprised TVET trainers and administrators in institutions implementing CPD programmes, together with key stakeholders involved in CPD planning and implementation. The study involved 204 TVET staffand 10 key informantsfrom the Ministry of Education and Sports and Education Development Partners. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics and multiple regression, while qualitative data were analysed thematically. Findings showed high agreement that CPD programmes employed learner-centred and practical techniques, particularly Information and Communication Technology (ICT) engagement, practice platforms, training others, mentorship and baseline skills assessment. Regression analysis showed that the delivery techniques explained 6.0% of the variancein the selected CPD outcome (R² = 0.060; adjusted R² = 0.018); however, the overall model was not statistically significant, F(9, 194) = 1.42, p = .182. The study concludes that CPD programmes employ several appropriate learner-centred techniques, but their combinedcontribution to the selected outcome is limited. It recommends strengthening CPD needs assessment, learner-centred and practical delivery, institutional support, feedback and systematic post-training follow-up to enhance the application of acquired competencies 2026-01-01T00:00:00Z