Research Publications from the CABUTE Project

Below is a list of completed PhD dissertations, master's theses and peer-reviewed journal articles produced by participants in the CABUTE project. These works represent a growing body of research in teacher education, curriculum development, and educational innovation in Uganda.

PhD-dissertations

• Esther Kirabo (2025) Technology Supported Problem-Based Learning For Mathematics Teacher-Trainees’ Learning In Teacher Training Institutions, Western Uganda, Makerere University, supervised by Marjorie Sarah Kabuye Batiibwe, Julius Shopi Mbulankende, and Johan Lie

• Beatrice Namusiginyi (2025) Enhancing English Language Communicative Skills Instruction in The Primary School Transition Class Using the Integrated Approach in Karamoja, Makerere University, supervised by Rebecca Nambi, Josephine Najjemba and Sigrid Ørevik

• Erisa Walubo (2026) Decolonising Uganda’s Primary Musical Arts Teacher Education through Analysing the Indigenous Amayebe Musical Practices, Makerere University, supervised by Julius Ssegantebuka, Lawrence Branco Sekalegga and David G. Hebert

Master’s Theses

• Ronald Kanono (2024) Enhancing students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara district, Makerere University

• Glorious Karungi (2024) Enhancing students' knowledge of integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda, Makerere University

• Aisha Sheri Wangubo (2024) Exploring the Use of ICT in English Language Teacher Education: A Case of a Selected University in Kampala District, Makerere University

• Egonga Badhaga Saleh (2024) Exploring the Development of the Listening Skill through Blended Learning among English Language Teacher Trainees in National Teacher Colleges in Uganda, Makerere University

• Lydia Basemera (2024) Quality Teacher Educators for Sustainable Music Education in Teacher Training Institutions, Kyambogo University

• Mpoza Rogers (2024) Musical Apprenticeship and Learning of Entongooli (Bowl Lyre) Music in Communities of Wakiso District, Central Uganda, Kyambogo University

• Kenneth Etigu (2025) The Role of School-Based Professional Development in Improving Teaching Practices: A Comparative Study in Selected Primary Schools in Hoima City, Uganda, Makerere University

• Daniel Onyango (2025) The Implementation of Continuous Assessment in Government-aided and Private Secondary Schools in Aura District: A Comparative Analysis, Makerere University

Peer-Reviewed Journal Articles

2024

• Ronald Kanono & Marjorie Sarah Kabuye Batiibwe (2024) Students' Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda, East African Journal of Education Studies

• Glorious Karungi & Marjorie Sarah Kabuye Batiibwe (2024) Students' Knowledge of Integration of GeoGebra in Mathematics Classes in Lower Secondary Schools in Uganda, European Journal of Educational Research

• Esther Kirabu, Marjorie Sarah Kabuye Batiibwe, Julius Shopi Mbulankende & Johan Lie (2024) Technology-supported problem-based learning in mathematics education for pre-service teachers: a systematic literature review, SN Social Sciences

2025

• Esther Kirabu, Marjorie Sarah Kabuye Batiibwe, Julius Shopi Mbulankende & Johan Lie (2025) GeoGebra-supported problem-based learning for in-service primary mathematics teachers’ 3D geometry understanding in a core primary teachers’ college in Uganda, Frontiers in Education

• Beatrice Namusiginyi (2025) Contextualizing English Language Instruction through the Integrated Approach: A case study of Rural Primary schools, Journal of English Studies in Arabia Felix

• Beatrice Namusiginyi & Sigrid Ørevik (2025) Limitations to the implementation of English language communicative skills teaching in Rural Ugandan schools: A case study of Karamoja, African Perspective of Research in Teaching and Learning

• Erisa Walubo, Julius Ssegantebuka & Lawrence Branco Sekalegga (2025) Exploration of the Indigenous Knowledge and Skills Transmitted Through the Amayebe Musical Tradition among Busoga Communities, East African Journal of Traditions, Culture and Religion

• Erisa Walubo, Lawrence Branco Sekalegga & Julius Ssegantebuka (2025) Decline and significance of Amayebe musical tradition: Implications for Primary Musical Arts Teacher Education, East African Journal of Traditions, Culture and Religion

2026

• Erisa Walubo & David G. Hebert (2026) Epistemic Decolonization of Musical Arts Education: Analysis and Recommendations from Uganda, Philosophy of Music Education Review

• Marjorie Sarah Kabuye Batiibwe & Johan Lie (2026) Ethnomathematics and Ugandan basketry: an innovative pedagogical tool in teaching and learning school mathematics, Congent Education