Browsing by Author "Rev. Dr. Judith Arinaitwe (PhD)"

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Fees Disparities and Students’ Enrolment Patterns in Rural Private Secondary Schools in Isingiro South County, Isingiro District
(International Journal of Scientific Research and Engineering Development, 2025-09) Agumeneitwe Deus; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The purpose of this study was to examine the relationship between Fees Disparities and student enrolment patterns in rural private secondary schools in Isingiro South County, Isingiro District. this paper was guided by the objective to assess the impact of Fees Disparities on student enrolment trends in rural private secondary schools in Isingiro South County. The study adopted a correlational research design, this design was appropriate because the study sought to establish the relationship between school fee disparities and student enrollment patterns in rural private secondary schools in Isingiro South County without manipulating any variables. The study targeted secondary school head teachers and household heads in Isingiro South County. To collect data, the study used two data collection methods; namely questionnaire survey and interview. The finding of the study revealed the statistical correlation between fees disparities and enrollment trends was weak, qualitative evidence and survey data indicate that affordability remains a central factor in shaping access to private secondary education in rural areas and concluded that fee disparities in rural private secondary schools significantly affect student enrollment, affordability, and perceptions of education quality in Isingiro South County. Although statistical correlations were weak, qualitative evidence highlighted affordability as a key factor in enrollment decisions, confirming that fee disparities contribute to educational inequality and emphasizing the need for policy interventions to improve access and concluded that private schools in Isingiro South County adopt more moderate and flexible fee structures.
The Influence of Teacher-Student Ratios on the Application of Group Work in Secondary Schools of Bushenyi-Ishaka Municipality, Bushenyi District
(The Advanced Global Journal of Research, 2025-09) Duncan Ahimbisibwe; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. A cross-sectional qualitative design was employed, with data collected through questionnaires from 50 teachers, interviews with 5 headteachers, and observations of 50 students across five secondary schools. Purposive and random sampling techniques were used to select participants, while the reliability and validity of instruments were ensured through pre-testing and expert review. Data were analyzed thematically to capture perceptions, challenges, and strategies in applying group work under varying class sizes. The results revealed that current teacher-student ratios ranged between 1:50 and 1:80, far above the recommended 1:45. This undermines effective supervision and individualized support. While group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones. Overcrowding leads to unequal participation, limited teacher guidance, and reduced collaborative effectiveness, though some teachers mitigate these challenges by forming smaller groups and appointing peer leaders. The study concluded that high teacher-student ratios negatively affect the effective application of group work by restricting engagement, peer interaction, and collaborative problem-solving. However, group work still holds potential to enhance learning if supported by manageable class sizes and adequate teacher facilitation. It is therefore recommended that the Ministry of Education reduce teacher-student ratios through increased recruitment and improved infrastructure.
The Influence of Teacher-Student Ratios on the Application of Group Work in Secondary Schools of Bushenyi-Ishaka Municipality, Bushenyi District
(The Advanced Global Journal of Research, 2025-09) Duncan Ahimbisibwe; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. A cross-sectional qualitative design was employed, with data collected through questionnaires from 50 teachers, interviews with 5 headteachers, and observations of 50 students across five secondary schools. Purposive and random sampling techniques were used to select participants, while the reliability and validity of instruments were ensured through pre-testing and expert review. Data were analyzed thematically to capture perceptions, challenges, and strategies in applying group work under varying class sizes. The results revealed that current teacher-student ratios ranged between 1:50 and 1:80, far above the recommended 1:45. This undermines effective supervision and individualized support. While group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones. Overcrowding leads to unequal participation, limited teacher guidance, and reduced collaborative effectiveness, though some teachers mitigate these challenges by forming smaller groups and appointing peer leaders. The study concluded that high teacher-student ratios negatively affect the effective application of group work by restricting engagement, peer interaction, and collaborative problem-solving. However, group work still holds potential to enhance learning if supported by manageable class sizes and adequate teacher facilitation. It is therefore recommended that the Ministry of Education reduce teacher-student ratios through increased recruitment and improved infrastructure.
The Relationship Between Career Demands and Parenting Effectiveness Among Female Teachers in Government-Aided Secondary Schools in Kazo District, Uganda
(The Advanced Global Journal of Research, 2025-09) Kemigisha Rose; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
This study examined the relationship between career demands and parenting effectiveness among female teachers in government-aided secondary schools in Kazo District. A cross-sectional research design was employed to collect data at a single point in time. The study involved 110 respondents, including 103 female teachers and 7 head teachers, selected through purposive and simple random sampling techniques. Data were collected using self-administered questionnaires and face-to-face interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation coefficient to assess relationships between variables. A strong negative correlation (r = -0.75, p = 0.01) was found between career demands and parenting effectiveness, indicating that as career demands increased, parenting effectiveness decreased. The study concluded that the career demands placed on female teachers significantly hinder their ability to parent effectively, highlighting the need for supportive policies and interventions to help female educators balance their professional and family responsibilities. It was therefore recommended that the government implement measures to reduce workload and improve support systems for female teachers, that schools develop family-friendly policies such as flexible working hours and childcare support, and that further research be conducted to explore coping strategies employed by female teachers and the long-term effects of career-related stress on family dynamics.
The Relationship Between Career Demands and Parenting Effectiveness Among Female Teachers in Government-Aided Secondary Schools in Kazo District, Uganda
(The Advanced Global Journal of Research, 2025) Kemigisha Rose; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
This study examined the relationship between career demands and parenting effectiveness among female teachers in government-aided secondary schools in Kazo District. A cross-sectional research design was employed to collect data at a single point in time. The study involved 110 respondents, including 103 female teachers and 7 head teachers, selected through purposive and simple random sampling techniques. Data were collected using self-administered questionnaires and face-to-face interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation coefficient to assess relationships between variables. A strong negative correlation (r = -0.75, p = 0.01) was found between career demands and parenting effectiveness, indicating that as career demands increased, parenting effectiveness decreased. The study concluded that the career demands placed on female teachers significantly hinder their ability to parent effectively, highlighting the need for supportive policies and interventions to help female educators balance their professional and family responsibilities. It was therefore recommended that the government implement measures to reduce workload and improve support systems for female teachers, that schools develop family-friendly policies such as flexible working hours and childcare support, and that further research be conducted to explore coping strategies employed by female teachers and the long-term effects of career-related stress on family dynamics.