Research
Information Seeking Behavior of Secondary School Students during Lockdown
Published
5 years agoon

RIF COVID-19 Project: Information Seeking Behavior of Secondary School Students during the Lockdown in Uganda
Executive Summary
1. Introduction
This study addresses the need to effectively meet the information needs of secondary school students during the lockdown in Uganda. When the President of the Republic of Uganda directed that all schools be closed schools on 20th March 2020, students at all levels had to undergo home-schooling. The Ministry of Education and Sports and some schools developed learning materials to facilitate home-schooling during the lockdown. However, access to school libraries is not possible and consequently, there is limited access to information resources necessary for effective study and learning. Students have to study independently at home but the question of how they access the necessary information resources to supplement their studies, remains unanswered. This study sought to establish the information seeking behavior of secondary school students during the lockdown, what sources they use, the challenges they face and thus has proposed a framework for providing library and information services to home-schooling secondary school students during the lockdown in Uganda.The study was guided by the Wilson’s and Krieklas’ model(1999) of Information Seeking. The model attempts to describe the process a user follows to satisfy an information need. It takes into account the user’s previous information-seeking experience. The user uses the tools that are most familiar and easy to use that find results. The model not only applies in the library context, but also to any information-seeking activity just like the one in which homeschooling secondary school students are at the moment.
2. Methodology
A survey was carried out in five districts including Kyenjojo, Sironko, Mukono, Dokolo and Nakapiripirit representing the four major regions of Uganda. Given the timing of this project, choice of districts was based on the ease with which we could identify EASLIS students in the districts, who would serve as research assistants/guides and ease entry into the communities.These were non-border districts and had not registered any COVID-19 case. Based on a total secondary school student population of 1,370,583 (UBOS, 2018) we targeted a sample size of 384 (Krejcie& Morgan table (1970). However, the enthusiasm of the students resulted into collecting data from 446 respondents from 22 sub counties. Data was collected using self-administered questionnaires. Convenience sampling and snowball sampling was used to select individual survey participants. Majority of the respondents (87.9%) were O level students and only 12.1% were A level students.
3. Findings
3.1.How Secondary School Students seek/obtain information during the lock down
It was important to establish whether students were study while at home before ascertaining how they sought information to supplement their learning activities. The study established that 23.77% were using print study materials, 34.53% usedtelevision, while 51.57% used radio. However, 84.97% indicated that the learning materialswere not adequate. Reasons given included inadequate Content (42.95%); inadequate explanations (33.89%), subjects are not balanced (18.12%) and insufficient media Time/Timing for Lessons (5.03%). Thus, 90.4% indicated that they needed more information to supplement their study and learning during the lockdown.
Students Information Needs
Students’ information needs included information about COVID-19, sports, entrepreneurship, counselling, current affairs, religious information, fashion, designand academic information (school schedules, subject-specific information, examinations, etc.)
Information Seeking Practice
Students sought information by:
- Consulted information sources with a purpose in mind (74.82%)
- Using radio/television (74.21%)
- Collaborating with others (73%)
- Using others to seek information on their behalf (59.3%)
- Accidently encountering with information (54.5%).
- Using the internet (32.2%)
- Using social media (31.1%)

On whether the students had been guided or trained on how to seek or find information especially from various electronic resources, the study established that 27.6% had received such training while 72.4% had not.Even though the 27.6% had indicated they had received the training, 33.08% of them could not tell where they got the training. 34.59%had been trained by their schools, parents/relative (23.31%), through self-study (5.26%) and neighbors (3.76%).
3.2 Information Sources used by Secondary School Students during the Lockdown
The information sources used regularly by students included; personal notes (60.08%), radio (24%), personal textbooks (23%) and television (15.02%). The rest of the information sources includedInternet (8.74%) and newspapers (6.27%).
Students that were satisfied with personal notes were 51.56%, those satisfied with personal textbook were 27.57%, radio (19.73%), television (15.69%) and newspapers (8.74%).
Majority (91.03%) were not satisfied with nearby library as an alternative source of information. The low level of satisfaction with nearby library is attributed to absence of public libraries in the districts. Only, two students expressed awareness about the existence of a nearby public library (Lira Public Library) which was located over 50km from their homes.
3.3 Challenges/Hindrances faced by Secondary School Students in accessing information resources
Students’ access to information is constrained by a number of challenges including lack of access to a nearby library/resource center (92.15%), high cost of data bundles and OTT tax (83.85%), lack of access to the Internet (72.64%), lack of access to ICTs e.g. computers, smart phones, printing and photocopying services (70.85%), failure to find the relevant information easily (68.60%), inadequate information literacy skills (60.53%), insufficient knowledge of how to use a library/electronic resources (54.93%), lack of access to reading materials while at home (54.48%), lack of access to electricity (59.64%) and lack of appropriate reading space (24.21%).
High cost of radio batteries, unclear timetable for radio and television lessons, travelling long distances to sub counties to collect the study materials were hindrances to accessing information by the students.
Suggestions by the students to overcome the above challenges include:
- Parents reducing on domestic work to allow more time for study
- Allocation of more time for lessons on Television and Radios
- Dissemination of the radio/television study timetable
- Establishment of community libraries
- ICT infrastructure development
- Alternative energy sources
- Reduce the cost of Internet access and OTT
4. Conclusion
The closure of schools created an information gap for the learners. Information resources that used to be provided by the school libraries to support their studies, cannot be accessed, while at home.
While studying away from school, 90.4% needed more information and support. In addition, this study has revealed a low level of information literacy level among the students. While at school, school libraries / teacher librarians would guide access to information resources including how to utilize electronic information resources.
Even with the availability of different information sources like newspapers, radio, Internet, television, personal or borrowed textbooks, students mainly used personal notes (60.08%), followed by textbooks (24%) and radio (23%). The absence of nearby libraries resulted into 90.8% of the students not using libraries as an alternative information source.
Only a few (6.50%) had been supported by their school libraries through book borrowing, distribution of learning materials and provision of reading space.
Therefore, students’ access to information during the lockdown is constrained and this calls for measures to address this information gap and thus support effective study and learning during the lockdown and future pandemics.
Proposed Framework through which Library and Information Services can be provided to Secondary School Students during the Lockdown
The proposed framework for enabling access to library and information services to secondary school students during a pandemic is depicted in the figure below:
Fig 1: Proposed Framework for provision of Library and Information Services to Learners

Recommendations
The Government of Uganda should
- Establish an information literacy programme for learners’ independent study and learning.
- Ensure that regardless of closure of schools, Library and Information Services should be provided to the learners through digital and mobile library services
Uganda Communications Commission (UCC), through the Rural Communication Development Fund (RCDF), should provide funding for the realization of the proposed framework.
The Project Team
The Project team comprised researchers from the East African School of Library and Information Science under the College of Computing and Information Sciences, Makerere University.
- Dr. Joyce Bukirwa – Principal Investigator
- Ms. Lois Mutibwa – Researcher
- Ms. Faridah Muzaki – Researcher
- Mr. Richard Batte – Researcher
- Mr. Aloysius Ssenono Mwanje – Researcher
- Dr. David Luyombya – Researcher
Acknowledgement
We gratefully acknowledge funding from the Makerere University Research and Innovations Fund (RIF) Special COVID-19 call.
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Business & Management
From risk to resilience: Increasing insurance uptake among farmers in rural Uganda
Published
1 week agoon
May 30, 2025By
Mak Editor
By Dr. Aisha Nanyiti
Poor households in low-income countries face numerous risks, from extreme weather events to illness and crop failure. With limited savings and assets, even small shocks can have devastating consequences on welfare. While formal insurance products can potentially help mitigate these risks, their uptake remains remarkably low among rural smallholder farmers, who instead primarily rely on informal risk-sharing networks. This pattern persists despite evidence suggesting that informal insurance mechanisms provide incomplete coverage against shocks. These shocks translate into shortfalls in income and consumption (Karlan et al. 2014, Morduch 1999).
Studying the impact of insurance on farmers’ economic behaviour
In Nanyiti and Pamuk (2025), we focus on smallholder farmers in rural Uganda and examine how different insurance arrangements affect their economic behaviour and decision-making. Uganda provides an ideal setting to explore these questions, as only 1% of adults have formal insurance coverage, despite 67% of households depending on agriculture for their livelihoods. By comparing behaviour under formal insurance (provided by registered companies) versus informal insurance (peer-to-peer transfers), we gain insights into why formal insurance uptake remains low and how farmers respond to different risk management options.
Using a real effort task experiment, we investigate whether the incentives created by these different insurance arrangements influence productivity and risk management decisions. Our findings reveal important behavioural responses that help explain observed patterns in insurance uptake and suggest potential approaches for improving the design and adoption of formal insurance products. We find that farmers exerted less effort under informal insurance but not under formal insurance coverage, and increased their level of formal insurance coverage after experiencing a bad outcome.
Dr. Aisha Nanyiti is a Lecturer at the School of Economics, College of Business and Management Sciences, Makerere University
General
Directorate of Graduate Equips Schools and Colleges with Training in Philosophy of Methods
Published
2 weeks agoon
May 22, 2025By
Mak Editor
By Moses Lutaaya
The Directorate of Graduate Training at Makerere University has equipped several Senior ranking lecturers with expert knowledge in a Training of Trainers’ workshop on “Philosophy of Methods”.
In his remarks at the opening of a 3-day training workshop at Level4 Conference Hall – Senate Building, the Director of Graduate Training Prof. Julius Kikooma said, “The teaching of Philosophy of Methods gives all participants the fundamentals to extend knowledge to other learners, hence its importance in upholding the Makerere University values.”
Kikooma urged and challenged the participants to also attend and actively participate in the follow up of learners’ training of students, stating that the PhD students need support as the directorate continues to coordinate the curriculum of PhD by-research that was approved by the senate recently.
“To holistically implement the senate approved PhD curriculum, we are coordinating capacity building trainings of all stake holders in a structured approach with the different units of the University. Many more trainings including Training of Trainers in advanced research methods course are on the way.”
He further urged the participants to be intentional in their teaching profession and in whatever they were doing, adding “Apart from focusing on practices as teachers and researchers, we can engage in wider philosophical debates in our research areas so that we are relevant in the society and in the empowerment of PhD research students.”
The participants for the Philosophy of Methods training were from College of Humanities and Social Sciences, College of Education and External Studies, Makerere University Business School among others.
During the same training, Dr. Dickson Kanakulya stressed the need to train senior lecturers in the Philosophy of Methods, saying, “The biggest connection is that societal problems require concrete research to find solutions. Our challenge in Africa is that we employ a short barrow approach to find solutions to problems. This cannot work. We need consistent researchers to solve problems. Lasting solutions to societal issues can only be got through training such as Philosophy of Methods, where researchers come up with new models for societal solutions.”

Dr. Kanakulya said that Makerere University remains the biggest research University in Africa and philosophy of Methods helps to come up with good research tools that produce good research outputs. “Research has shown that the higher the number of PhD researchers in any given country, the higher the levels of development of that country e.g. the USA, China etc., adding that research is not limited to only medicinal or agricultural related issues.”
He said philosophy of methods, encourages philosophical creativity in research, “It is meant to bring out philosophical generation of concepts, theories and ideas. It is meant to encourage students to question the existing philosophical assumptions and status quo in a given field of knowledge such that new philosophical concepts are created.”
For successful rollout of government programs like the National Development Plan 4, Dr. Kanakulya said that Philosophy of Methods training needs to be integrated into such systems. “Philosophy of Methods focuses on ethical thinking aspects. For example, for a better rollout of the Parish Development Model, we need implementers to be ethical.” He added.
Prof. Sulait Tumwiine, the associate Dean of Faculty of Graduate Studies and Research at MUBS said, “This is a discussion where new ideas are shared to guide and gauge applicability in the current knowledge diversity coupled with lots of technological development including Artificial Intelligence and Chat GPT.”
He added, “As professors of Universities, we need to understand how we leverage on what comes up so that it does not take our space, but also appreciate how we can support growth of knowledge. The Philosophy of Methods training is the answer.”
Dr. Jim Spire Ssentongo highlighted that Philosophy uses more of the critical mind than Science. He added that philosophy is more of speculation of the mind.
“Sustainability of philosophy Education encourages us to continue training. Philosophy being the oldest discipline retained special status in the academia as a pinnacle of pursuit of knowledge. All disciplines have major elements of philosophy citing examples in the philosophy of Mathematics and Physics.
Dr. Spire added, “If you do not understand philosophy, you cannot deeply investigate anything because philosophy is the reality of understanding everything. Philosophy is the basis of understanding what knowledge is and how it is arrived at.”
Also participating in the workshop was Prof. Joseph Ntaayi from MUBS, in his remarks he said PhD students need the philosophy of methods training to understand how to best to create knowledge. He added that ontological and epistemological questions that lead to good research design methods can only be answered by this training.
Dr. Robert Kakuru, a Lecturer in the College of Humanities and Social Sciences said that the Philosophy of Methods training is needed by every graduate student as well as supervisors to critically determine the choice of methods to use in academic research. For example, “If one wants to use a questionnaire as an interview approach, one should understand, why that approach and yet without this training, the why cannot be answered.” He added.
The Philosophy of Methods training was organized by Directorate of Graduate Training with funding support from the Consortium for Advanced Research Training in Africa (CARTA).
Research
Uganda’s National ID Delivers $1.35 for Every $1 Invested
Published
3 weeks agoon
May 19, 2025
KAMPALA – The National Digital ID (NID) has significantly transformed Stella Nakazibwe’s role as a SACCO Administrator. “In my day-to-day work, I use my National ID to carry out financial transactions in the bank. Without it, I can’t access funds,” she says, her voice filled with a quiet confidence. “Now, I also use it to register for my school. You can’t sit for ICPAU papers without registering, and a National ID is essential.”
Nakazibwe’s story represents the promise of Uganda’s ambitious National ID system, launched in 2014 with the aim of streamlining government services, enhancing security, and boosting financial inclusion, with 97 percent believing it is essential.
A sound national ID system should meet key principles of inclusion, design, and governance, according to the World Bank. However, a 2017 study by the US government’s Center for Digital Development, formerly USAID, found that many digital ID systems are fragmented and focused on short-term goals, lacking clear evidence of their long-term social and economic benefits.
Ugandan law requires all citizens aged 16 and above to obtain a National ID linked to their demographic and biometric data. To support this, the National Identification and Registration Authority (NIRA) launched a mass registration campaign nationwide, followed by smaller drives to capture more people. The requirement for SIM card registration further boosted this effort, making telecom companies major users of the National ID database.
But a new study, “Understanding the Benefits, Costs, and Challenges of the National Identification System in Uganda,” published in Digital Society, reveals a more nuanced picture, stressing both the successes and the persistent challenges in ensuring that the National ID truly benefits all Ugandans.
The research, led by Roy William Mayega from Makerere University School of Public Health’s Resilient Africa Network (MakSPH-RAN), surveyed nearly 3,000 Ugandans and analyzed government data to assess the system’s impact. Other researchers were Dr. Dorothy Okello, Christine Muhumuza, Nathan Tumuhamye, Julius Ssentongo, Dr. Allen Kabagenyi Mulerwa, Brandon Kwesiga, Dr. Agnes Nyabigambo, Anthony Ssebagereka, and Professor William Bazeyo.

The findings confirm that the National ID has been a worthwhile investment for the government. The study estimates that for every US$1 invested in the NID system, the return on investment is US$1.35. These savings stem from reduced fraud in social programs and more efficient management of public funds.
But beyond the numbers, the research also illuminates the human experiences behind the National ID. For many, like Nakazibwe, the ID has unlocked opportunities previously out of reach. It has become a key to accessing mobile money services, opening bank accounts, and participating more fully in the formal economy.
However, the research also shows that not everyone is benefiting equally. The study found that while 94% of Ugandans sought to register for an NID, nearly one in five still don’t have one. And those who are most likely to be left behind are often the most vulnerable.
“We found that reasons for not having a National ID were more prevalent in the lowest wealth quintile,” explains Mayega. “This suggests that the poorest Ugandans face greater hurdles in accessing the system, whether it’s due to challenges in navigating the registration process or the cost of transportation. Illiteracy was also a key contributor.”
The most common reasons for not having a National ID included incomplete registration (33.7%), not registering (21.2%), lost IDs (19.9%), failure to collect IDs (9.4%), and slow processing (7.7%). Women were more likely to mention long queues and registration costs, while men cited ID loss and non-citizenship. Urban residents more often pointed to lost IDs and slow processes, while rural participants highlighted limited registration time.

The study also uncovered concerns about data privacy and the potential for misuse of personal information. Many Ugandans express concerns about the potential use of their National IDs for surveillance or fraudulent activities. These anxieties point to the need for greater transparency and robust data protection measures.
From the study, the common National ID errors included misspelled names (45.0%), incorrect or missing dates of birth (16.6%), unclear fingerprints (8.9%), and improper signatures (3.6%). Of the 169 participants with errors, only 28.5% attempted corrections, and just a third succeeded, often after waiting an average of six months. Most (77.1%) described the correction process as difficult, with transport costs from 0 to 400,000 shillings and other related expenses around 525,000 shillings (US\$ 145.8).
To ensure that the National ID lives up to its full potential, the researchers recommend a series of concrete steps: launching targeted registration drives to reach those who have been left behind, simplifying the registration process, strengthening data protection measures, and expanding the use of National IDs in government programs.
“It’s crucial that the government addresses these concerns and builds trust in the system,” says the Executive Director of the Africa Freedom of Information Centre (AFIC), Gilbert Sendugwa.
In Uganda, a National ID is more than just identification—it’s a key to accessing rights and services, Sendugwa explains.
“However, the issue of data security persists. For example, a woman in Ntungamo District faced legal trouble after her stolen ID was misused to secure a Parish Development Model loan before tighter controls were in place. The government must do more to teach people to protect their IDs and reassure them that their data is used to empower, not control, them,” he says.

Of the participants with National IDs, 7.7% (186 people) reported they had lost them, with higher rates among women (9.1%), urban residents (9.7%), and those in the lowest wealth quintile (9.3%). However, only 28.5% of those who lost their IDs attempted to replace (8.6%) or recover (19.9%) them, with mixed success. While 75% of those seeking replacements succeeded, only 45.4% of those trying to recover lost IDs managed to do so. About half of those attempting replacements described the process as difficult, with some waiting over three months.
Millions of Ugandans risk being excluded from essential services without national digital IDs, according to the Collaboration on International ICT for East and Southern Africa (CIPESA). Vulnerable groups like older persons in poverty and those with disabilities, who often struggle to reach NIRA offices for enrollment, face the greatest challenges. Without IDs, they are unable to access senior citizens’ grants, healthcare, land titles, social security benefits, driving permits, SIM card registration, bank accounts, passports, and voter registration.
“Uganda’s digital ID system needs to ensure the necessary safeguards for both data protection and access to essential services; otherwise, it risks not only entrenching exclusion and inequality but also increasing concerns about personal data privacy and protections. Gaps in solid data protection can result in discrimination, profiling, surveillance of data subjects, and identity theft,” says Juliet Nanfuka, a digital rights advocate and communications officer at CIPESA.

Uganda’s experience with the National ID system provides helpful lessons for other African countries aiming to leverage the power of digital identification. As NIRA prepares for a nationwide mass ID renewal and registration campaign on May 27, 2025, the redesigned IDs are expected to feature enhanced security technologies like Multiple Laser Images (MLI), Machine-Readable Zones (MRZ), QR codes, and 2D barcodes. These upgrades are intended to improve identity verification and expand access to digital services.
Researchers argue that by addressing citizen concerns, ensuring equitable access, and genuinely listening to the voices of its people, Uganda can transform the National ID from a mere card into a critical lifeline for all.
Davidson Ndyabahika is a Health and Science Communication Specialist, School of Public Health, Makerere University
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