Research consultancy
EFFECT OF TEACHERS’ COMPUTER SOFTWARE KNOWLEDGE ON THE TEACHING OF FINE ART IN SECONDARY SCHOOLS: A CASE STUDY OF MUBENDE DISTRICT SECONDARY SCHOOLS
BY
CHAPTER ONE: INTRODUCTION
1.0 Introduction
This chapter presents the background of the study, the purpose and significance of the study, research questions, study objectives, scope of the study, and the definition of key terms.
1.1 Background of the Study
In recent years, bridging the technological gap between developing and developed nations has received considerable attention from policy-makers and development partners (Kozma, 2008). In the education sector, the integration of computers, the Internet, and other digital tools into schools is often justified by three main rationales: economic, social, and educational. The economic argument emphasizes the need for a digitally skilled workforce to boost productivity (Kozma, 2011); the social argument underscores the importance of digital literacy for full participation in the information society; and the educational rationale promotes ICT as a catalyst for enhancing student learning and critical thinking skills (McDonald, 2012; Anderson, 2008).
Hennessy et al. (2010) highlight that although digital technologies have the potential to transform classroom learning in Sub-Saharan Africa, a major barrier remains—teachers’ lack of adequate preparation and confidence in using ICT effectively. Despite a general belief in the benefits of ICT, limited and inconsistent training opportunities have led to low levels of proficiency among teachers. Unwin (2015) argues that many ICT interventions in Africa have been well-intentioned but poorly implemented, often supply-driven rather than needs-based. This situation is exacerbated by funding limitations and a lack of qualified ICT-integrated subject teachers, particularly in fine art.
In Uganda, very few secondary school teachers have received adequate training in computer-assisted instruction (Azman, 2005). Many schools rely on IT personnel—rather than trained educators—to deliver computer lessons using projectors, laptops, and software. While some schools have dedicated computer labs, fine art remains one of the subjects that could greatly benefit from the integration of digital tools but suffers from a lack of skilled educators. This study seeks to examine the impact of teachers’ computer software knowledge on the teaching of fine art in secondary schools in Mubende District.
1.2 Statement of the Problem
Although computer-assisted instruction is believed to enhance students’ digital competence, many rural schools—including those in Mubende District—face serious challenges. These include inadequate access to computers and a lack of teacher training in using software tools to deliver subject content. Fine art, in particular, relies heavily on visual creativity and could benefit significantly from software tools such as CorelDRAW and Photoshop. However, most fine art teachers in Mubende lack the requisite knowledge and skills to use such tools effectively. This study, therefore, seeks to investigate the impact of teachers’ computer software knowledge on the teaching of fine art in secondary schools in Mubende District.
1.3 Objectives of the Study
i. To assess the effect of teachers’ computer software knowledge on the teaching of fine art in secondary schools in Mubende District.
ii. To examine the impact of computer infrastructure on the teaching of fine art in secondary schools in Mubende District.
iii. To evaluate how computer knowledge and skills among fine art teachers influence the teaching of fine art in secondary schools in Mubende District.
1.4 Research Questions
i. What is the effect of teachers’ computer software knowledge on the teaching of fine art in secondary schools in Mubende District?
ii. How does computer infrastructure affect the teaching of fine art in secondary schools in Mubende District?
iii. What is the influence of computer knowledge and skills among fine art teachers on the teaching of fine art in secondary schools in Mubende District?
1.5 Significance of the Study
This study will be of value to education policymakers, stakeholders in the Ministry of Education, and governmental agencies. It will guide policy formulation on the need to equip fine art teachers with software training and support ICT integration in visual arts education. Furthermore, it will serve as a resource for future researchers and academicians interested in exploring the educational application of software in fine art instruction.
1.6 Justification of the Study
Despite the proven benefits of computer-assisted teaching—such as enhanced student engagement, improved learning retention, and support for individual and collaborative learning—many fine art teachers in Uganda, particularly in Mubende, struggle with software application. This study aims to address these challenges by examining how computer software knowledge among teachers influences fine art instruction.
1.7 Scope of the Study
1.7.1 Content Scope:
The study will focus on teachers’ knowledge of computer software and how it affects the teaching of fine art. It will also consider the role of ICT infrastructure and teachers’ digital skills.
1.7.2 Geographical Scope:
The study will be conducted in selected secondary schools within Mubende District.
1.7.3 Time Scope:
The data will cover the period from 2010 to 2018—an era that marks the initial stages of ICT integration in most Ugandan secondary schools (Sanya, 2015).
1.8 Operational Definition of Key Terms
Information Systems: The use of digital tools, such as computers and mobile devices, to facilitate communication and information processing in education.
System Software: Programs including operating and application software (e.g., Microsoft Word, PowerPoint, Excel) that support instructional activities.
Infrastructure: The hardware and software resources (computers, modems, projectors, memory devices, etc.) necessary for the effective use of ICT in teaching.
User Knowledge and Skills: The technical abilities required by teachers to effectively operate computer applications for educational purposes.
