Browsing by Author "Dr. Basil Tibanyendera, PhD"

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Academic Incentives and Completion Rates Among O-Level Students in Secondary Schools of Kajara County, Ntungamo District
(East African Nature & Science Organization, 2025-07) Natukwasa Asiati; Dr. Basil Tibanyendera, PhD; Dr. Sudi Balimutajjo, PhD
The study was about academic incentives and completion rates among O-Level Students in secondary schools of Kajara County, Ntungamo District. Academic incentives are increasingly recognised as a crucial strategy in enhancing student motivation, performance, and school completion rates. This study aimed to assess the effect of academic incentives on completion rates among O-Level students in secondary schools in Kajara County, Ntungamo District. The objectives were to examine the various forms of academic incentives used, assess the progression in completion rates over the past three years, and establish the relationship between academic incentives and completion rates. The study employed a cross-sectional design. This was conducted among a sample of 357 participants, including head teachers, teachers, members of boards of governors, and students, selected from secondary schools in Kajara County. Data were collected through questionnaires and interview guides. Qualitative data were analysed thematically, while quantitative data were analysed using SPSS Version 28.0. Findings indicated that various academic incentives were in use, such as scholarships, academic prizes, extra tutoring, mentorship programs, and merit-based rewards. These incentives were widely perceived as motivating and effective in enhancing academic performance. The analysis also revealed a general upward progression in completion rates over the past three years. A Pearson correlation coefficient of 0.134 (p = 0.009) showed a weak but statistically significant positive relationship between academic incentives and completion rates, indicating that incentives slightly contributed to higher retention and completion rates. The researcher concluded that academic incentives are instrumental in supporting student retention and success at O-Level. While the correlation with completion rates was weak, the significance of the relationship underscores the positive role incentives play in education. It is recommended that the government increase funding for academic incentive programs, especially scholarships and mentorship initiatives. School administrations are encouraged to ensure fair and transparent distribution of incentives. Additionally, stakeholders should address underlying barriers such as poverty and lack of parental support to improve student retention holistically.
Teacher Classroom Management Practices and Students’ Discipline in Selected Government-Aided Secondary Schools in Mbarara City
(East African Nature & Science Organization, 2025-08) Shillah Nyamate; Dr. Basil Tibanyendera, PhD; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction andstudents’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City should invest in strengthening classroom management practices by improving classroom layout, enhancing instructional delivery, and creating platforms for teachers to reflect on their classroom practices. Teachers should be empowered to frequently monitor students’ work and maintain interactive engagement during lessons to support discipline and learning outcomes.