Department of Foundations, Distance & Lifelong Learning (Vocational Education)

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Browsing Department of Foundations, Distance & Lifelong Learning (Vocational Education) by Author "Alexson Bukenyo Musinguzi"

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    Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
    (East African Nature & Science Organization, 2024) Alexson Bukenyo Musinguzi; Irene Aheisibwe; Emmanuel Ahabwe
    Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self- awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self- awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self- awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home
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    Socio-Emotional Learning and Students’ Academic Achievement among O’level Students in Secondary Schools in Kyabugimbi Sub County
    (Bishop Stuart University, 2024) Alexson Bukenyo Musinguzi
    This study is about the relationship between socioemotional learning and students’ academic achievement among O'level students in secondary schools in Kyabugimbi Sub County. The study sought to examine the relationship between self-awareness and students’ academic achievement, relationship between self-management and students’ academic achievement, relationship between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire whose content validity and reliability were determined prior to the study. Data was analyzed using descriptive statistics, correlation, and regression analyses. The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement, a moderate positive and significant correlation (r=0.519**; p<0.05) between self- management and students’ academic achievement and a strong positive and a moderate positive significant relationship (r=.456**; p<0.05) between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi sub county. The study concludes that socioemotional learning plays a significant role towards the students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. The study recommends policy makers to prioritize self-awareness and self-management programs in schools, integrating socioemotional learning into the school curriculum, training teachers to help students develop self-awareness, self-management and positive interpersonal relations and educating parents on fostering the importance of fostering socioemotional learning needs of their children at home.