Browsing by Author "Dr. Richard Twebaze"

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    Participation in Scripture Union and Students' Discipline in Government-Aided Secondary Schools in Nyabushozi County in Kiruhura District
    (International Journal of Scientific Research and Engineering Development, 2025-10) Nuwagaba Elly; Dr. Richard Twebaze; Rev. Dr. Judith Arinaitwe
    This study examined the level of student participation in Scripture Union (SU) activities in government secondary schools in Nyabushozi County, Kiruhura District. A qualitative research design was adopted to gain in-depth insights into students’ experiences and the perceptions of key stakeholders. The study engaged 333 purposively selected participants, including 224 students, 67 teachers, 4 chaplains, and 38 parents. Data were collected through open-ended questionnaires with students, semi-structured interviews with teachers and chaplains, and focus group discussions with parents. Thematic analysis guided data interpretation. Findings revealed that student participation in SU was generally high and sustained, with members consistently attending Bible study, worship sessions, leadership training, and outreach activities. Teachers and chaplains confirmed that students actively engaged in both school-based and weekend fellowship programs, while parents observed that SU participation positively influenced their children’s behavior at home. Scripture Union also emerged as a platform for nurturing leadership skills, responsibility, and discipline among students, with senior members mentoring juniors and coordinating activities. Despite this overall high participation, some variation was noted, as a few students attended irregularly due to academic demands or peer influence. The study concludes that SU serves as a central fellowship that meaningfully engages students, fosters discipline, and encourages long-term commitment to spiritual and moral development. It is recommended that schools support SU by incorporating it into timetables, providing leadership opportunities, and encouraging broader student involvement to maximize the fellowship’s transformative potential.
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    Quality of Instruction and Job Performance of TVET Graduates working in Bushenyi district of Uganda
    (International Journal of Scientific Research and Engineering Development, 2025) Atwiine Chriss; Dr. Richard Twebaze; Rev. Canon. Asaph Kabakyenga
    This study was conducted to investigate the contribution of Technical and Vocational Education and Training (TVET) to the job performance of graduates in Bushenyi District, Uganda. The study specifically aimed to: (1) assess the quality of instruction provided in TVET institutions; (2) examine the job performance of TVET graduates employed in various sectors; and (3) establish the relationship between the quality of instruction and job performance. These objectives were guided by the growing demand for competent graduates who are equipped with both technical and soft skills necessary for a dynamic workforce. A mixed-methods research design was adopted, combining both quantitative and qualitative approaches. Data were collected from 300 TVET graduates, 132 TVET employers through structured questionnaires, and from 8 selected employers using interview guides. Quantitative data were analyzed using descriptive statistics. Quantitative data analysis revealed that the mean score for quality of instruction was 3.92 while the mean score for job performance was 4.06, indicating above-average ratings in both domains and Pearson correlation analysis, while qualitative data were analyzed thematically to complement and explain the numerical results. The use of both methods enhanced the validity and depth of the findings. The findings revealed that most graduates acknowledged the usefulness of TVET training, particularly in developing technical skills, communication, and workplace adaptability. Employers confirmed that while graduates demonstrated competence in practical tasks, there were gaps in leadership, decision-making, and familiarity with modern industry technologies. A strong positive correlation was established between the quality of instruction and job performance (r = 0.709, p < 0.000), indicating that improvement in training quality significantly contributes to better job performance outcomes among graduates. The study concluded that TVET institutions in Bushenyi District are playing a crucial role in preparing graduates for the workforce, but the effectiveness of their instruction varies. While many graduates are well-grounded in basic technical work, limited industry exposure and inadequate emphasis on soft skills continue to affect overall job performance. Therefore, enhancing instructional quality and aligning it with industry needs is essential for increasing the employability and productivity of TVET graduates. The study thus, recommended that TVET institutions revise their curricula to reflect current industry practices, expand internship and apprenticeship programs, and strengthen collaboration with employers. These strategies will ensure that TVET graduates are more holistically prepared to meet the expectations of a competitive and evolving job market.