EFFECT OF TEACHERS’ COMPUTER SOFTWARE KNOWLEDGE ON THE TEACHING OF FINE ART IN SECONDARY SCHOOLS: A CASE STUDY OF MUBENDE SECONDARY SCHOOLS
CHAPTER ONE
1.0 Introduction
This chapter presents the background of the study, purpose of the study, research questions, scope, significance, and definitions of key terms.
1.1 Background of the Study
In recent years, reducing the technological gap between developed and developing countries has attracted significant attention from policymakers and funding agencies (Kozma, 2008). In the education sector, governments adopt computers, the Internet, and other digital technologies for three main reasons. First is the economic perspective, which emphasizes the importance of developing a workforce with computer skills to enhance productivity and tap into the potential of the Information and Communication Technology (ICT) sector (Kozma, 2011).
Second is the social perspective, which considers ICT as an essential tool for effective participation in the modern information society. Third is the educational perspective, which views ICT as a catalyst for improving students’ learning outcomes (McDonald, 2012) and equipping learners with both technological and higher-order skills that are essential in the secondary school curriculum (Anderson, 2008).
According to Hennessy et al. (2010), recent studies indicate that digital technologies in Sub-Saharan Africa (SSA) have the potential to significantly improve the quality of teaching and learning when properly integrated into classroom practices. However, the effectiveness of ICT integration largely depends on teachers. A major challenge is that many teachers lack adequate training and confidence in using ICT, despite their positive attitudes toward its benefits. Training opportunities have often been limited and inconsistent, leading to low proficiency levels among teachers and insufficient knowledge of relevant software tools for teaching.
Although there have been some successful initiatives in integrating ICT into teacher education in SSA, Unwin (2015) notes that many programs have been supply-driven and poorly aligned with actual needs, making them ineffective and wasteful. Additionally, limited funding, especially following global economic downturns, has constrained investments in ICT training for teachers (Commonwealth of Learning, 2004). Large class sizes and the treatment of ICT as a standalone subject further complicate efforts to integrate technology across different disciplines. These challenges must be addressed to achieve effective ICT capacity building in African education systems.
In Uganda, only a small number of teachers have been trained in recent years to use computers for teaching across various subjects (Azman, 2005). As a result, many secondary schools rely on IT personnel—who are often not professionally trained teachers—to conduct computer lessons. These individuals use tools such as laptops, projectors, and software applications to deliver lessons. While some schools have established computer laboratories, the integration of ICT into subject teaching remains limited.
This study therefore seeks to examine the effect of teachers’ computer software knowledge on the teaching of Fine Art in secondary schools in Mubende District.
Research Problem
The use of computers in teaching is believed to enhance students’ computer literacy, especially at the secondary school level. However, many rural schools in districts such as Mubende lack sufficient computer facilities to meet the needs of their growing student populations.
Additionally, many teachers lack the necessary skills to integrate computer technology into their teaching. Fine Art, in particular, is a subject that can greatly benefit from the use of digital tools to enhance creativity and improve artwork. Despite this, many Fine Art teachers in Uganda—and specifically in Mubende District—lack the knowledge and skills required to effectively use computer software in teaching. This study therefore aims to investigate how teachers’ computer software knowledge affects the teaching of Fine Art in secondary schools.
Specific Objectives
i. To assess the effect of teachers’ computer software knowledge on the teaching of Fine Art in secondary schools in Mubende District.
ii. To establish the effect of computer infrastructure on the teaching of Fine Art in secondary schools in Mubende District.
iii. To examine the influence of computer knowledge and skills among Fine Art teachers on the teaching of Fine Art in secondary schools in Mubende District.
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. What is the effect of computer infrastructure on 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?
1.9 Significance of the Study
This study will be beneficial to policymakers and key stakeholders, including the Ministry of Education, government agencies, and public institutions. It will help policymakers understand the importance of training Fine Art teachers in the use of computer software and how to address challenges related to the integration of application and operating software in teaching.
The study will also provide valuable information to future researchers and academicians regarding the role of system software in enhancing the teaching of Fine Art in secondary schools.
1.10 Justification of the Study
The study is justified by the numerous benefits associated with integrating computer software knowledge into teaching, such as increased student engagement, improved understanding, enhanced retention, promotion of independent learning, and development of collaboration skills (Kaplan, 2012).
Although Ugandan schools have introduced computer studies to improve students’ technological competence, Fine Art teachers continue to face challenges in using computers effectively. These limitations hinder their ability to deliver quality education. This situation necessitates an investigation into the effect of teachers’ computer software knowledge on the teaching of Fine Art in secondary schools in Mubende District.
1.11 Scope of the Study
1.11.1 Content Scope
The study will focus on teachers’ computer software knowledge and its impact on the teaching of Fine Art. It will also examine computer infrastructure and users’ knowledge and skills.
1.11.2 Geographical Scope
The study will be conducted in selected secondary schools in Mubende District.
1.11.3 Time Scope
The study will consider data from the period 2010 to 2018, which corresponds to the time when ICT was introduced in many schools in Uganda (Sanya, 2015).
1.12 Operational Definition of Key Terms
Information Systems: Refers to electronic systems such as computers and mobile phones used to process and transfer information for various purposes.
System Software: Refers to computer programs that manage and support computer operations, including applications such as Microsoft Word, Excel, PowerPoint, and Tally.
System Infrastructure: Refers to the hardware and software components required for computer operations, including devices such as monitors, hard drives, modems, laptops, desktops, flash disks, and memory cards.
User Knowledge and Skills: Refers to the technical abilities required for individuals to effectively use computer applications.
