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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Research
From Grassroots to Global Stage: African Scholars Map the Future of AI
Published
1 week agoon
October 30, 2025By
Eve Nakyanzi
The African Research Universities Alliance (ARUA) 5th Biennial Conference is underway at Makerere University, and Day 2 has kicked off with a keynote address from Prof. Vukosi Marivate. The keynote speaker and ABSA-UP Chair of Data Science at the University of Pretoria delivered his address under the theme “Research, Innovation & Artificial Intelligence for Africa’s Transformation: The Power of the Grassroots”.

Prof. Marivate reminded the audience that Africa’s AI journey is growing from the ground up, powered not by huge institutions but by determined communities and university-based innovators who refuse to wait for permission to build. He spoke passionately about initiatives like Masakhane and the Deep Learning Indaba, which have transformed African language research and expanded technical capacity across the continent. Rather than chasing prestige journals alone, he emphasized work that actually serves African people: building language models, releasing open-source tools, nurturing talent and keeping researchers rooted on the continent. In his words, the future of African AI will be shaped by local builders who choose their own path, invest in research, and create technology guided by real community needs, not external validation.

The keynote address was followed by a round discussion moderated by Prof. Kayode Oyebode Adebowale, Vice Chancellor of the University of Ibadan and speakers emphasized that Africa’s AI future will be built through deep, intentional collaboration. The discussion was centered on a theme: Collaboration of Networks (Promoting Collaborative Research and Innovation Networks in AI in Africa). They noted that the question is no longer whether AI will reshape society; it already is. The real task now is ensuring Africa shapes AI in a way that advances prosperity, equity and shared opportunity. Panelists highlighted that isolated excellence will not deliver transformation. Instead, the continent needs networks that pool expertise, resources and vision across universities, sectors and borders.

Prof. Sharon Fonn of the CARTA Consortium stressed the value of co-created knowledge systems and shared investment in research platforms. She showcased CARTA’s AI-driven research visibility tool, which is already helping African scholars connect findings to policy and practice. Prof. Anthony Egeru of RUFORUM grounded the conversation in agriculture, reminding delegates that AI must reach the acre, not just the algorithm. He emphasized practical innovation that improves smallholder farmers’ productivity and livelihoods, especially through youth-led agritech ventures. From PASGR, Mr. Jim Kaketch underscored that social scientists must not be an afterthought in AI governance, urging frameworks that safeguard ethics, accountability and citizen inclusion.


Dr. Rachid Serraj from Mohammed VI Polytechnic highlighted the power of industry-university partnerships and hands-on innovation models that prepare young Africans to build, not just consume, AI tools. Prof. Akinyemi added that African universities must rethink promotion and reward systems to recognize innovation, impact and cross-disciplinary work. The panel’s shared message was simple but powerful: Africa has talent, vision and momentum. What is needed now is aligned investment, harmonized policies and a commitment to build AI ecosystems that reflect African priorities and enable African creators to lead from the front.


The keynote address and roundtable discussion were followed by the the Fourth Keynote Address delivered by Dr. Adama Ibrahim, Vice-Chair of the Science for Africa Foundation, and a Special Panel of the O.R. Tambo Research Chairs Initiative chaired by Makerere University‘s Dr. Joyce Nakatumba-Nabende. The session tackled themes such as: Application of AI in Research and Innovation in African Universities; Building AI Capacity and Talents in African Higher Education Institutions; Promoting Collaborative Research and Innovation Networks in AI in Africa; Research, Innovation and Artificial Intelligence for Africa’s Transformation; and AI and Creative Economies.

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Research
Africa’s Future through Research and AI: Makerere Hosts ARUA 5th Biennial Conference
Published
1 week agoon
October 29, 2025By
Eve Nakyanzi
The Minister for Science, Technology and Innovation Information, Hon. Dr. Monica Musenero Masanza has officially opened the 5th African Research Universities Alliance (ARUA) Biennial International Conference on Research, Innovation and Artificial Intelligence, held on October 29, 2025. Hosted by Makerere University, the three-day conference has drawn together distinguished guests including Vice Chancellors and their deputies from universities under the ARUA, alongside leading scholars and practitioners in Science, Technology and Innovation. The gathering comes at a momentous time as ARUA celebrates its 10th anniversary—an occasion that underscores the alliance’s growing impact on advancing research and collaboration across the continent. Over the course of the conference, participants will deliberate on how research, innovation and artificial intelligence can be harnessed to address Africa’s most pressing challenges and drive sustainable transformation.
Addressing Africa’s Scientific Renaissance
Hon. Dr. Monica Musenero, opened the conference with a compelling call for Africa to seize its moment in the Fourth Industrial Revolution. She reflected on the continent’s history of disruption—from the slave trade to colonization—that interrupted the continuity of African innovation, noting how earlier generations independently developed technologies, smelted iron, and applied natural therapeutics without formal laboratories. Hon. Musenero urged African scientists, researchers, and universities to reclaim this legacy by transforming knowledge into practical solutions that address real-world challenges, create jobs, and drive economic growth.

She emphasized that the role of science must extend beyond academic publications and ivory towers, stressing the need for inventions, industrialization, and commercialization of research outcomes. Highlighting Uganda’s progress, she pointed to innovations in electric vehicles, pharmaceuticals, and agriculture, as well as initiatives to harness AI and digital technology to benefit local economies. She challenged researchers to align their work with national priorities, protect intellectual property, and translate knowledge into tools, industries, and enterprises that uplift communities. Hon. Musenero concluded by urging African scientists to embrace challenges as opportunities, enter the “Evil Forest” of innovation with courage and resilience, and ensure that Africa no longer remains a passive observer in global technological advancement but a leader shaping its own development trajectory.
Dr. Lorna Magara, Chairperson of the Makerere University Council on her part described the gathering as a convergence of visionaries, dream builders, and custodians of Africa’s future. She emphasized that the theme of the conference, Research, Innovation, and Artificial Intelligence for Africa’s Transformation, called for a shift from consuming knowledge to creating and exporting it, positioning Africa at the center of global development.

Dr. Magara highlighted Makerere University’s initiatives, including the Makerere University Research and Innovation Fund (MakRIF), the AI and Data Science Research Center, and the Innovation Pod, as examples of how African universities can drive societal transformation when innovation is pursued with vision and intentionality. She also underlined the importance of collaboration through ARUA, noting that technology must serve humanity and be guided by African values of ethics, community, dignity, and shared prosperity. Pointing to Africa’s young population as a key engine of creativity and growth, Dr. Magara called on leaders and researchers to build ecosystems that empower scholars, inspire innovations that uplift communities, and forge partnerships to accelerate the continent’s progress.
The Vice Chancellor of Makerere University, Professor Barnabas Nawangwe, welcomed delegates to the Conference, expressed gratitude for Makerere’s role as a pioneer member of the alliance and paid tribute to the visionaries who laid its foundation. Speaking from the historic Main Hall—where Africa’s early independence leaders once debated the continent’s future—Professor Nawangwe reflected on how today’s struggles have shifted from political emancipation to scientific, technological, and economic liberation. He emphasized the urgent need to address Africa’s pressing challenges, including population growth, health, governance, and the transformative potential of artificial intelligence. Highlighting Uganda’s commitment to science, he cited the government’s support to Mak-RIF and the appointment of a scientist-led Ministry for Science, Technology, and Innovation as milestones of progress. He added that under the stewardship of strong leaders such as Dr. Lorna Magara and Hon. Dr. Monica Musenero, Makerere has received over $8 million annually in research funding, fostering groundbreaking innovations by students, faculty, and community innovators. Professor Nawangwe called for sustained collaboration, increased investment, and shared resolve to harness Africa’s knowledge and innovation for true emancipation.

A call to prepare early and act decisively for AI
The Secretary General of ARUA, Professor John Owusu Gyapong, delivered an insightful overview of the 5th Biennial International Conference, highlighting the urgency for Africa to leverage AI and research to transform its social, economic, and political landscape. He observed that while the continent continues to grapple with challenges such as poverty, unemployment, health crises, and governance gaps, artificial intelligence presents a unique opportunity to accelerate progress towards Africa’s Agenda 2063 and the Sustainable Development Goals.

Professor Gyapong emphasized the potential of AI to enhance research efficiency, drive innovation, and address pressing issues in agriculture, health, education, and governance. He also underscored the need for Africa to develop data infrastructure, ethical frameworks, and equitable access to AI tools. Outlining the conference program, he noted that discussions would center on building AI capacity in higher education, strengthening university–industry collaboration, and advancing responsible AI ecosystems. Concluding with an African proverb, he reminded participants that “you cannot fatten a goat on the market day,” urging institutions to prepare early and act decisively for Africa’s transformation.

In his address, the Chairperson of the ARUA Board, Prof. Sizwe Mabizela, paid tribute to the visionary leaders who founded ARUA and commended its founding Secretary General, Professor Ernest Aryeetey, for his exceptional leadership in strengthening the alliance across the continent. Professor Mabizela emphasized the importance of collaboration among African universities and their global partners in addressing the complex challenges facing humanity—ranging from climate change and pandemics to inequality and technological disruption. He called for stronger, sustainable international research networks that enable knowledge exchange, innovation, and institutional growth, allowing African universities to become central contributors to global progress. Expressing appreciation to Makerere University for hosting the conference, he applauded the organizers, keynote speakers, and participants for their dedication to advancing Africa’s research and innovation agenda. He concluded with optimism, affirming that through collaboration, shared purpose, and resilience, Africa’s future remains bright with promise and possibility.

In his virtual address, Professor Tshilidzi Marwala, Rector of the United Nations University, urged Africa to harness its vast potential as the world’s youngest and fastest-growing continent. He reflected on the continent’s unique position to redefine its development path through courage, collaboration, and conviction. Acknowledging the challenges of climate change, health inequities, educational disparities, and economic inequality, he emphasized that Africa’s research institutions are already generating groundbreaking, context-driven innovations. Drawing inspiration from Robert Frost, Professor Marwala noted that Africa stands at a crossroads—and that the choices made today will shape its destiny. He called for bridging the gap between knowledge and implementation, affirming that with collective effort and optimism, “nothing can stop us now.”

During the conference, Makerere University signed a Memorandum of Understanding (MoU) with Astria Learning, a global education technology company dedicated to developing impactful, flexible, and accessible e-learning solutions. Speaking at the signing ceremony, Astria Learning’s CEO Dr. Jeff Bordes highlighted how artificial intelligence is revolutionizing education and underscored the partnership’s role in shaping the future of learning in Africa. He shared that, recognizing AI’s potential to redefine teaching and research, Astria pivoted its focus from traditional software development to AI-driven educational technologies. Through this collaboration, Makerere University and Astria Learning will establish an AI e-Campus aimed at accelerating postgraduate education and supporting the African Union’s goal of producing one million PhDs by 2035. Dr. Bordes noted that AI tools such as automated grading systems, intelligent tutoring, and adaptive content creation will empower lecturers to manage larger cohorts efficiently without compromising quality. Expressing gratitude to Makerere University’s leadership, he affirmed Astria Learning’s commitment to transforming higher education and building global capacity through technology.
A Host’s heartfelt appreciation
Professor Robert Wamala, Director of Research, Innovation and Partnerships at Makerere University and Chairperson of the Local Organizing Committee expressed deep gratitude to the participants, partners, and sponsors whose collaboration made the event possible, and extended a special welcome to international guests visiting Uganda for the first time. Professor Wamala described the conference theme as both timely and forward-looking, noting that AI is reshaping how societies live, learn, and develop.

He emphasized that for Africa, this technological revolution presents not just an opportunity to catch up, but to lead — anchored in strong research, ethical practices, and a shared vision for sustainable development. Appreciating the dedication of his organizing team, he encouraged participants to use the conference as a platform for learning, co-creation, and collaboration across nations, reminding them that while artificial intelligence is powerful, “human intelligence, ethics, and purpose must lead the way.”

Natural Sciences
Mak-CoNAS Wins CAD 0.8 Million Grant to Scale-up Fish Processing Technologies & Empower Women in Uganda
Published
2 weeks agoon
October 27, 2025
The College of Natural Sciences (CoNAS) at Makerere University has been awarded a highly competitive research grant worth CAD 0.8 million to implement the “NutriFishPLUS” project, which aims to scale up innovative fish processing technologies, improve market access, and empower women in Uganda’s fishing communities to boost incomes and livelihoods.
This project builds on the significant achievements of the previous ground-breaking NutriFish project (2019–2023), funded by the International Development Research Centre (IDRC) and the Australian Centre for International Agricultural Research (ACIAR) through the Cultivate Africa’s Future Fund Phase (CultiAF2). The achievements included: 1) establishing group savings schemes to improve access to capital by women and youth; 2) piloting solar tent dryers for processing silverfish (mukene), resulting in doubling of women’s incomes and tripling of the shelf-life to almost five months; 3) developing and test-marketing certified, nutrient enriched fish products, including baby food, sauce and fortified maize meal; 4) conducting comprehensive social and behavioural change interventions, leading to increased women’s participation in profitable ventures and 30% reduction in domestic violence in intervention areas. Despite these achievements, gaps still remain with regard to increasing production of high-quality Small Pelagic Fishes (SPFs) through adoption of solar tent dryers and raised drying racks; enhancing capacity of men, women and the youth in processing, packaging, branding and marketing; improving access to capital and lucrative markets for fish and fish products; and empowering women, youth and other marginalized groups in the small fish value chain; and strengthening resilience of fishing communities through diversified income streams.

NutriFishPLUS will be implemented by the Department of Zoology, Entomology and Fisheries Sciences, CoNAS, in collaboration with two private companies (Kati Farms and Nutreal) through a public-private partnership. The Principal Investigator is Dr. Jackson Efitre and his team will focus on scaling-up the use of improved, sustainable fish processing technologies such as the solar Tent dryers and raised racks to new communities across Uganda; enhancing market access and supply chain linkages for high-quality fish and fish products; as well as deepening women’s empowerment and strengthening the resilience of fishing communities through diversified income streams. The project is expected to run for September 2025- March 2028. The expected outcomes include: enhanced incomes and livelihoods for marginalized fishing groups, particularly women and youth; improved health and nutrition for vulnerable groups through diversification of fish products that are embedded in the market with strong supply chain linkages; sustainable fish processing and marketing models that can be scaled across Uganda and the East African region; improved women and youth participation in decision making and control of benefits in the SPF value chains; and improved socioeconomic conditions and ecosystem health through participatory, scalable approaches.

“Winning this competitive grant is an incredible opportunity for the team to solidify the achievements of the first phase as the funding enables us to move beyond research to embed these nutritional and technological solutions into the livelihoods of local communities,” said Dr. Efitre. “I am privileged to lead this impactful work on behalf of Makerere University. Scaling up these tested, climate-responsive technologies as well as empowering the women and youth will secure better nutrition and more sustainable livelihoods across fishing communities in Uganda.”
The project is set to be launched tomorrow, Tuesday, 28th October 2025 by the Acting Deputy Vice Chancellor, Finance and Administration and Principal, CoNAS, Prof. Winston Tumps Ireeta.
Please see below for details on the project.
Details on the previous project: https://news.mak.ac.ug/2023/03/nutrifish-project-registers-significant-achievements/
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