Abstract
Background: Over the years, mathematics and sciences have been performed poorly worldwide. There is an overwhelming high failure rates of mathematics and sciences in the marginalized schools found in Nakivale refugee settlement in Uganda. Electronic (e)-learning tools could be promising interactive strategies for teaching mathematics and sciences. There is lack of studies documenting educational challenges in the refugee settlement, and how e-learning can address the challenges.Objective: To identify the challenges experienced in teaching and learning mathematics and sciences in schools found in Nakivale refugee settlement, and explore the potentials of using e-learning to address the identified challenges.Methods: We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We also administered surveys to 267 learners and mathematics/science teachers of the six participating schools.Results: Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class. 4) Lack of ICT pedagogical skills. They anticipated that e-learning could potentially: 1) enable unlimited and flexible access to educational resources, and 2) enhance engagement, interest and understanding of learning concepts. They however worried about the availability of sufficient technological infrastructure (e.g. internet, computers, and electricity) and skills to use the application. Conclusion: E-learning may enable unlimited and flexible access to educational resources, and enhance engagement, interest and understanding of learning concepts, which could potentially improve performance in mathematics and sciences in otherwise marginalized schools.
Highlights
Over the years, mathematics and sciences have been performed poorly worldwide
Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class
Of the 20 mathematics and basic science teachers that were trained from Kabazana, Kahirimbi, Kashojwa, Rubondo, Juru primary schools and Nakivale Secondary School., only 17 participated in the focus group discussion that was held at Nakivale Secondary School
Summary
We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We administered surveys to 267 learners and mathematics/science teachers of the six participating schools
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.