Publications

This research delved into the assessment of the proficiency of science educators informulating and executing online lessons within secondary schools in Uganda. Employing aquantitative methodology with a cross-sectional survey design, the study developed aquestionnaire to evaluate the online teaching competencies of secondary school scienceteachers. The questionnaire was disseminated electronically, resulting in 50 respondentswithin a one-month timeframe. Data analysis encompassed the use of descriptive statisticsand multivariate analysis of variance (MANOVA). The research findings disclosed that whilescience teachers exhibited competence in online teaching, course design, digitalcommunication, and basic computer skills, they displayed some limitations in advancedcomputer skills and the utilization of Learning Management Systems. Furthermore, the studyidentified factors such as school location and the academic qualifications of teachers asoverarching influences on the competency of science teachers in designing andimplementing online lessons. In light of these findings, the study recommends theorganization of professional development courses to enhance teachers' readiness forconducting online classes. Additionally, it underscores the importance of electrifying andequipping schools, especially those in rural areas, with the requisite infrastructure andresources