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Abstract
The study was about the impact of COVID-19 on children’s studying in Kaberamaido District and the objective was to explore the perceived impact of E-learning, self-study materials and parent-to-child relationship on learners’ study process in Kaberamaido District. The study employed a basic qualitative research design. Forty-eight participants were purposively selected from a population of 874, these were: The District Education Officer, one District Inspector of Schools, three headteachers, seven teachers, 25 learners and 11 parents. The study used interview guides to collect data, and thematic analysis and percentages to analyse the data. The study found out that, E-Learning and self-study materials which were introduced by the Ministry of Education and Sports to mitigate the gaps in education during the lockdown had little positive impact on learners’ studying in Kaberamaido District and there was also poor child-to-parent relationship.
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References
- Farell, G. (2007). ICT in Education in Uganda. https://www.infodev.org/infodevfiles/resource/InfodevDocuments_435.pdf
- Goldberg, E. (8 March 2020). "Parents are struggling to cope as coronavirus worries shut down schools, leaving kids scared and confused". Business Insider. https://africa.businessinsider.com/tech/parents-are-struggling-to-cope-as-coronavirus-worries-shut-down-schools-leaving-kids/kwls4b6 Retrieved 9 March 2020.
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- Hannessy, S. (2010). Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East Africa Schools.
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
- Uganda Communications Commission. (2014). UCC access and usage survey 2014. https://www.ucc.co.ug/files/downloads/20150130-UCC-access-usage-dissemination.pdf
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- Kaffenberger, M. (2021). Modeling the long-run learning impact of the Covid-19 learning shock: Action to (more than) mitigate loss.
- Ministry of Education and Sports. (2020). Self-study materials. https://www.education.go.ug/covid-19-sector-response/
- Ministry of Health. (2021). https://covid19.gou.go.ug/statistics.html.
- National Curriculum Development Centre. (2020). Home schooling materials – 2020. https://www.ncdc.go.ug/content/secondary-home-study-materials
- New Vision (2020) ‘Museveni Closes Schools, Suspends Church Congregations’,
- Reddy V, Soudien C, Winnar Desiree L (6 May 2020). "Impact of school closures on education outcomes in South Africa". www.theconversation.com. Retrieved 25 May 2020.
- Sabiti, B. (2016). A short History of Uganda’s ICT Revolution and the Law of Unintended consequences.
- Ssebuufu, R. Sikakulya, F. K., Mambo, S. B., Wasingya, L., Nganza, S. K., Ibrahim, B., & Kyamanywa, P. (2020). Knowledge, Attitude, and Self-Reported Practice Towards Measures for Prevention of the Spread of Covid-19 Among Ugandans: A nation-wide online Cross-Sectional Survey. Uganda’s Emergency Response to the Covid-19 Pandemic. A case study (2020).
- The Collaboration on International ICT Policy for East and Southern Africa. (CIPESA) (2018). The National Information Technology Survey 2017/18. 20 years of FM radio stations in Uganda. Available at https://www.nita.go.ug/sites/default/files/publications/National%20IT%20Survey%20April%2010th.pdf.
- Republic of Uganda. (1995). Constitution of the Republic of Uganda.
- Uganda Bureau of Statistics. (2019). 2019 Statistical abstract. https://www.ubos.org/wp-content/uploads/publications/01_20202019_Statistical_Abstract_-Final.pdf
- UNESCO (2020). COVID-19 school closures around the world will hit girls hardest. Available at: https://en.unesco.org/news/-covid-19-school-closures-around-world-will-hit-girls-hardest.
- Wyle, H. (2020) "COVID-19 may push millions more children into child labour – ILO and UNICEF". www.unicef.org
References
Farell, G. (2007). ICT in Education in Uganda. https://www.infodev.org/infodevfiles/resource/InfodevDocuments_435.pdf
Goldberg, E. (8 March 2020). "Parents are struggling to cope as coronavirus worries shut down schools, leaving kids scared and confused". Business Insider. https://africa.businessinsider.com/tech/parents-are-struggling-to-cope-as-coronavirus-worries-shut-down-schools-leaving-kids/kwls4b6 Retrieved 9 March 2020.
Gulati (2008). ‘Technology-enhanced learning in developing nations: A review’. International Review of Research in Open and Distance Learning. doi: 10.19173/irrodl.v9i1.477.
Hannessy, S. (2010). Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East Africa Schools.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Uganda Communications Commission. (2014). UCC access and usage survey 2014. https://www.ucc.co.ug/files/downloads/20150130-UCC-access-usage-dissemination.pdf
United Nations Population Fund. (2021). Fact sheet on teenage pregnancy, 2021. https://uganda.unfpa.org/sites/default/files/pub-pdf/teenpregnancy_factsheet_3.pdf
Kaffenberger, M. (2021). Modeling the long-run learning impact of the Covid-19 learning shock: Action to (more than) mitigate loss.
Ministry of Education and Sports. (2020). Self-study materials. https://www.education.go.ug/covid-19-sector-response/
Ministry of Health. (2021). https://covid19.gou.go.ug/statistics.html.
National Curriculum Development Centre. (2020). Home schooling materials – 2020. https://www.ncdc.go.ug/content/secondary-home-study-materials
New Vision (2020) ‘Museveni Closes Schools, Suspends Church Congregations’,
Reddy V, Soudien C, Winnar Desiree L (6 May 2020). "Impact of school closures on education outcomes in South Africa". www.theconversation.com. Retrieved 25 May 2020.
Sabiti, B. (2016). A short History of Uganda’s ICT Revolution and the Law of Unintended consequences.
Ssebuufu, R. Sikakulya, F. K., Mambo, S. B., Wasingya, L., Nganza, S. K., Ibrahim, B., & Kyamanywa, P. (2020). Knowledge, Attitude, and Self-Reported Practice Towards Measures for Prevention of the Spread of Covid-19 Among Ugandans: A nation-wide online Cross-Sectional Survey. Uganda’s Emergency Response to the Covid-19 Pandemic. A case study (2020).
The Collaboration on International ICT Policy for East and Southern Africa. (CIPESA) (2018). The National Information Technology Survey 2017/18. 20 years of FM radio stations in Uganda. Available at https://www.nita.go.ug/sites/default/files/publications/National%20IT%20Survey%20April%2010th.pdf.
Republic of Uganda. (1995). Constitution of the Republic of Uganda.
Uganda Bureau of Statistics. (2019). 2019 Statistical abstract. https://www.ubos.org/wp-content/uploads/publications/01_20202019_Statistical_Abstract_-Final.pdf
UNESCO (2020). COVID-19 school closures around the world will hit girls hardest. Available at: https://en.unesco.org/news/-covid-19-school-closures-around-world-will-hit-girls-hardest.
Wyle, H. (2020) "COVID-19 may push millions more children into child labour – ILO and UNICEF". www.unicef.org