Browsing by Author "Irene Aheisibwe"

Now showing 1 - 4 of 4

Active Learning Strategies and Student Attitude Towards Mathematics in Government Secondary Schools in Ruhaama County, Ntungamo District
(East African Nature & Science Organization, 2025-09-04) Abeth Najuna; Irene Aheisibwe; Asaph Kabakyenga
The study aimed to examine the relationship between active learning strategies and students’ attitudes toward mathematics in government secondary schools in Ruhaama County. Specifically, the study aimed to identify the most commonly used active learning strategies in mathematics, analyse how students’ attitudes differ by gender in mathematics, and establish the relationship between active learning strategies and students' attitudes toward mathematics. The study adopted a descriptive survey research design. A sample of 196 Senior Four (S.4) was selected through stratified random sampling, while all 12 teachers were purposively selected, with 10 participating. Questionnaires were administered to students, while semi-structured interviews were conducted with teachers. Data analysis was performed using SPSS version 25, generating descriptive statistics and inferential analysis. Findings revealed that the most commonly used strategies were group discussions (mean = 4.32), real-life examples (mean = 3.81), and peer teaching (mean = 3.67). The study concludes that active learning strategies significantly enhance students’ attitudes toward mathematics and help bridge gender disparities in classroom engagement. It is recommended that schools promote the consistent use of strategies like group work, problem- solving, and peer teaching. Additionally, teachers should be supported with training and resources to effectively implement these approaches.
Community Participation and Retention of Learners in Government-Aided Secondary Schools in Kazo Sub-County, Kazo District
(East African Nature & Science Organization, 2025-07-10) Tumusiime VanMark; Irene Aheisibwe; Judith Arinaitwe
This study investigates the influence of community participation on the retention of learners in government-aided secondary schools in Kazo Sub-County, Kazo District, Uganda. The primary objectives were to assess the current retention rates, identify the levels and forms of community involvement, and examine the relationship between community participation and retention of learners. A mixed methods approach was employed, combining quantitative data from structured questionnaires administered to learners, teachers, and key stakeholders, with qualitative insights from interviews with district officials, headteachers, and PTA members. The sample comprised 341 respondents selected through purposive and random sampling techniques. Data analysis involved descriptive statistics and Pearson correlation to establish relationships. Results indicated a generally positive perception of community participation's role in retention, with frequent PTA meetings, community support for infrastructure, and local leadership involvement being prominent factors. Quantitative analysis revealed a weak but significant positive correlation (r=0.134, p=0.009) between community participation and learner retention. The findings conclude that while community involvement contributes to improved retention, other factors also influence learner persistence. The study recommends increasing community engagement efforts, strengthening school-community partnerships, and implementing policies that formally recognise community roles in education. The study contributes to the limited literature on rural pastoral communities, emphasising the need for targeted interventions to enhance learner retention through active community involvement.
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
Self-Awareness as Partof 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, 2024-09-13) 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 policymakersto 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.