Faculty of Education, Arts and Media Studies [FEAMS]

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Browsing Faculty of Education, Arts and Media Studies [FEAMS] by Author "Arinaitwe, Judith"

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    Girl-Child Inclusive Mindset Change Education in Uganda
    (Journal of Research Innovation and Implications in Education,, 2023) Arinaitwe, Judith; Ahumuza, Arthur
    The study aimed to analyze the impact of national curricular design on girl-child inclusive mindset change education in Uganda. The study was guided by two main objectives namely: To discuss the global girl-child inclusive mindset education changes, and to analyze the Ugandan case of girl-child inclusive attitude transformation education programmes. The study was guided by a qualitative research design involving a secondary data review. Review of data followed case study design. Data collection procedures included a review of textbooks, journal articles and government reports. Data analysis was done through categorization of documents that were grouped into subthemes. The findings were that some cultural norms continue to make it difficult for society and parents to support girl-child education in the same way that they do boy-child education. It is recommended that Uganda should create an enabling environment for girls by addressing harmful social norms and financial barriers that prevent girls from accessing education to advance the effects of girls' education towards gender equality.
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    Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District
    (East African Journal of Education Studies, 2024-06-11) Musiimenta, Frederick; Balimutajjo, Sudi; Arinaitwe, Judith
    The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators.
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    Trends in Admittance and Equity in Higher Education: Are Male Students in Uganda Disadvantaged?
    (JRIIE, 2024) Arinaitwe, Judith
    The purpose of this study was to assess the impact of trends in admittance and equity in higher education. Using Qualitative approach in data collection, this study answered the following questions: Are Male students currently disadvantaged in admittance to higher education in favour of female students? What is the impact this imbalance in relation to job market demands for skilled labour from both sexes? What long-term initiatives might significantly increase the number of male students admitted to higher education institutions for gender equity? The findings were that the available data on trends in admitting students in higher institutions show an almost equal number of the ratio of females to male with some exceptional institutions where female ratios have exceeded male ratios. It is recommended that the government should review affirmative action policies so that the recruitment does not favor one gender as it were before the programs.