Masters Degree Dissertations

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/57

Browse

Browsing Masters Degree Dissertations by Subject "Education"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Indigenous education pedagogies and learning of oringia (tube fiddle) music in selected primary schools in Arua city, north western Uganda
    (Kyambogo University(Unpublished work), 2024-11) Anguparu, Mary
    This research investigated whether and how indigenous pedagogies might contribute to learning of oringia music in primary schools in Arua City. School education uses traditional western models that do not fully facilitate transmission of indigenous cultures such as oringia. The objectives of the study were: to establish the indigenous pedagogies that are used by primary school teachers in the teaching of oringia music in primary schools in Arua City, to find out learners views in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies, and to establish the perception of teachers in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies. The study used a phenomenological design to where respondents lived experiences were narrated to the researcher through use of interview, and Focus Group Discussions. The researcher was invited to observe some lessons, and data was gathered from 24 respondents that were selected purposively. The study revealed that indigenous pedagogies that are used to learn oringia might be described in English as apprenticeship, demonstration, imitation, emulation, collaboration, and narration of stories. Oringia culture bearers and teachers guide learners through dynamic learning processes, emphasizing experiential, interactive, collaborative instruction that embed cultural significance and inspire learners to identify with community. Learners' passion for oringia music caused deep engagement, skill development, and fostered a sense of identity, and supported their peers to learn. This peer-mediated learning nurtured learners’ communication skills, supported relationships building, and aided skill transfer, and indigenous ways of learning allows learners ample time to deeply gain knowledge and skills of oringia music from skilled community members. The study recommended inclusion of indigenous ways of learning in schools settings to facilitate acquisition of origia music knowledge and skills, and support various areas of school education.
  • Thumbnail Image
    Item
    Indigenous music education pedagogies and students soft skills acquisition in selected secondary schools in Arua city, Uganda
    (Kyambogo University (Unpublished work), 2024-09) Driciru, Regina Yia
    Through this study, I sought to explore the use of indigenous music education pedagogies for students’ soft skills acquisition in secondary schools in Arua City. Phenomenological design was used to understand the lived experiences of the participants. Autoethnography enabled me to draw on my own experience as a music teacher to understand if and how indigenous music education pedagogies could be used to nurture students’ soft skill in a classroom setting. Data was collected using Focus Group Discussions (FGDs), interviews and observations. To ensure a clear presentation of the study's findings, content and narrative analysis was employed for construing the qualitative data. The collected data was then organized into thematic patterns and interpreted allowing for a comprehensive understanding of the information. The analysis of data revealed that pedagogical approaches currently employed in contemporary educational settings, such as storytelling, learning by doing, and guided participation, have equivalent versions in Lugbara indigenous practices. For example, storytelling in Lugbara language is referred to as a’diko daza or o’duko ‘daza. The concept of learning by doing is expressed as e’yo onizu ‘yetaa si, and guided participation is known as e’yo onizu azakoma ba azi vu ri si. These findings highlight the deep-rooted educational practices within the Lugbara culture that parallel modern pedagogical approaches, emphasizing the continuity of indigenous knowledge systems in contemporary education. The second objective sought to examine whether Indigenous music education pedagogies could cultivate essential soft skills such as communication, collaboration, creativity, critical thinking, and problem-solving among secondary school music students in Arua City. However, Indigenous music education pedagogies not only developed these essential soft skills but also ignited an extraordinary growth in leadership, self-confidence, empathy, self-directed learning and resilience. This research fills a critical gap in existing literature by illustrating how Indigenous music education pedagogies can complement contemporary educational practices, particularly in fostering not only academic skills but also essential soft skills to prepare students for the complexities of a rapidly evolving world. The study calls for professional development programs that emphasize culturally responsive pedagogies to enhance teaching practices. Future research could investigate how these pedagogies influence different educational settings providing deeper insights into their broader applicability.