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

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Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development.
Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development
Availability of Teaching Materials and Teachers’ Preparedness In The Implementation of Lower Secondary Curriculum in Government Aided schools in Mbarara City South, South Western Uganda
(Bishop Stuart University, 2025-01) Samuel Muramuzi
The study aimed to investigate the availability of teaching materials and teachers' preparedness for implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South, Uganda. Specifically, it assessed available materials, teacher preparedness, and the relationship between these factors. Using a descriptive survey design, the study targeted participants, including teachers, headteachers, and directors of studies, with a sample size of 134 was utilized in the study. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Findings revealed that while teachers displayed strong preparedness with lesson planning and adherence to guidelines (mean scores >4.0), material shortages, particularly ICT tools and science equipment, hindered effectiveness. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. The study concluded that systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation and recommended targeted investments in teaching resources, professional development, and policy adjustments to enhance educational outcomes.
Availability of teaching materials and teachers’ preparedness in the implementation of the lower secondary curriculum in government- aided schools in Mbarara city, South. A descriptive survey study
(Student’s Journal of Health Research Africa, 2025-06) Samuel Muramuzi; Dr. Enock Barigye; Rev. Dr. Judith Arinaitwe
Background The successful implementation of the Lower Secondary Curriculum in government-aided schools depends heavily on the availability and effective use of relevant teaching and learning materials. The study aimed at investigating the availability and accessibility of teaching materials in the preparedness of the teachers in the implementation of the Lower Secondary Curriculum in Government Aided schools in Mbarara City South, Uganda. Methodology This study employed a descriptive survey research design, targeting participants including city inspectors of schools, teachers, headteachers, and directors of studies, with a sample size of 199. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Results 199 respondents participated in this study, among teachers, 65 (53.7%) were male, while 56 (46.3%) were female, majority of headteachers (n = 4, 66.7%) and directors of studies (n = 4, 66.7%) were male, with only 2 females (33.3%) in each of these roles. The findings reported the availability of teaching materials in implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South (mean score = 3.90), majority of respondents agreed with the statement that teaching materials are sufficient for every learner, where 44 (36.4%) strongly agreed, 43 (35.5%) agreed, and 3 (2.5%) did not give a response. More than half of the respondents, 62 (51.2%), agreed that the computer laboratory was well equipped, while 27 (22.3%) strongly agreed. However, 19 (15.7%) remained undecided, and only 13 (10.8%) disagreed. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. Conclusion The systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation.Recommendation Stakeholders should prioritize the provision of adequate teaching materials to support effective curriculum adoption and improve education quality.
Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024-08-23) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
CLINICAL SUPERVISION AND TEACHERS’ PREPARATION FOR TEACHING IN UNIVERSAL PRIMARY EDUCATION SCHOOLS OF MBARARA CITY IN SOUTHWESTERN UGANDA
(Bishop Stuart University, 2023) Nkwasiibwe, Wilber; Barigye, Enock; Tibanyendera, Basil
This study determined the relationship between clinical supervision and teachers’ preparation for teaching. It employed a cross sectional research design where a quantitative approach was used. The researcher used a sample size of 268 respondents. The study findings showed a strong positive statistically significant relationship between clinical supervision and teachers’ preparation (r =0.913**, p = 0.004). It was concluded that there is a significant relationship between clinical supervision and teachers’ preparation for teaching in Universal Primary Education Schools of Mbarara City. The government and the Ministry of Education and Sports should provide policy guidelines and clinical supervision materials to all the head teachers to facilitate the implementation of clinical supervision by head teachers in Universal Primary Education Schools
CULTURAL ATTACHMENT AND INTENTION TO DROP OUT OF SCHOOL IN PRIMARY SCHOOLS IN KAZO DISTRICT
(Bishop stuart university, 2022-07) ROBERT, AGUME
The study investigated the relationship between cultural attachment and intention to dropout of school among children in primary schools in Kazo district. It was guided by three research objectives, which included; 1) To establish the level of cultural attachment among children in Primary schools in Kazo District; 2) To establish the level of intention to dropout of child is in Primary schools in Kazo District; and 3)To establish the relationship between cultural attachment and intention to dropout of school among children in Primary schools in Kazo District. Two questions; 1) What is the level of cultural attachment among children in Primary schools in Kazo District? 2) What is the level of intention to dropout of children in Primary schools in Kazo District and a hypothesis; The researcher employed different techniques to select participants. Children were selected by using simple random sampling. Under this, the researcher first used stratified sampling by dividing teachers and children according to gender. After this, fish bowl method was used to get equal number of respondents from different gender strata (Botev & Ridder, 2017).Selection of head teachers and the DEO were selected using purposive sampling technique because they have key information concerning cultural attachment and the intention to dropout of school in respective schools. There is no relationship between cultural attachment and intention to dropout of school among children in Primary schools in Kazo District guided the study. The researcher used a cross - sectional survey design in the primary schools in Kazo district. The study population was conducted among 209 participants, including 201 children, a District Education Officer and 7 head teachers. The study findings showed that low cultural attachment and intention to dropout of school among children in primary schools in Kazo district and children no statistically significant relationship between them (p = .242). It was concluded that cultural attachment and drop out intention were actually low with limited relationship between them. Strategies to keep cultural attachment and intentions to dropout low such as free education are paramount
Depictions of Resilience in Selected Poems by Susan Kiguli And Stella Nyanzi
(Bishop Stuart University, 2025-08) Ampeire Hellen
The study's fundamental goal is to establish how Susan Kiguli and Stella Nyanzi depict resilience in selected poems. Specifically, the research examines the different forms of resilience and the styles used to depict these forms in selected poems. This qualitative research is underpinned by the interpretivism paradigm to understand the multiple realities presented by each phenomenon, as presented by each poem studied. This study adopts a descriptive design that involves an analysis of a single character, situation, or case presented in the selected poems. This research is guided by two objectives: To examine the different forms of resilience in selected poems by Susan Kiguli and Stella Nyanzi, and to establish how the selected poems by Susan Kiguli and Stella Nyanzi depict resilience. The findings of this study reveal three forms of resilience: Intellectual, historical and cultural, as well as psychological resilience. Furthermore, the findings show that the two poets use similar devices to depict the theme of resilience: symbolism, irony, personification, allegory, satire, simile, imagery, rhetorical questions, and ellipsis. The two poets‟ point of departure is in their diction, where Kiguli uses civility and Nyanzi uses Vulgarity to express the traumatic encounters that characters face. This study establishes that Nyanzi rides on her license bestowed by her Ganda culture, which allows her to use language as she deems fit to articulate her concerns. This means which leads to such extreme representation, is born out of hegemony, patriarchy, and politics of assumption and betrayal; hence, the need for resilience. I note that trauma suppresses the urgent need for testimony because it destabilizes speech, leading to either a fragmented witness or a repetition of words or sentences in a stressful attempt to bear testimony, which leads to repetition of traumatic episodes. The study recommends that the government should prioritize the welfare of all its prisoners, irrespective of whether they are law offenders or victims of poor governance, humanely. It should guard against radical violence by safeguarding both physical and emotional spaces. This is on the backdrop that prisons are meant to serve a rehabilitative role to citizens.. that to understand one‟s writing style, one ought to do well by studying their background. Trauma
Depictions of School Life in Barbara Kimenye's Moses Series
(BISHOP STUART UNIVERSITY, MBARARA., 2024) Rugyenga Manzi Gordon
The study investigated how school life is depicted in selected texts authored by Barbara Kimenye in her Moses Series namely: Moses; Moses and Mildred; Moses in Trouble and Moses in a Muddle. The study’s justification was that despite the centrality of school life in shaping character and personality in society, little research has been done in this area using Barbara Kimenye’s works. The study’s major objective was to find out how school life is depicted in selected novellas written by Barbara Kimenye and how these depictions are realised in terms of language and style. The two specific objectives were: to explore the dynamics of student characterisation in Barbara Kimenye’s Moses series and to establish the relationship between the students and school administration as represented in Barbara Kimenye’s Moses series; and the implications of these relationships to the running of contemporary schools. The study adopted a qualitative research design in order to explain the character attributes of student characters and how these attributes contribute to their interactions among themselves and the school administration. Data was collected through close reading of the selected texts using selective tools developed or adapted for that purpose. The subject matter of each selected text was analysed using Reader Response Criticism, with the researcher playing the role of the actual reader, to establish the possible interpretation of the texts. The results indicate that Kimenye uses humour and empathy in first person narratology to raise serious issues of student welfare and school administration. The behaviour of the student characters is depicted as troublesome but not overtly violent. The relationship between students and school administration is depicted as unpleasant, judged from the reader’s point of view, with Mr. Karanja as the only model of good professional conduct and practice. Measured against the provisions of Basic Requirements and Minimum Standards, Mukibi’s Educational Institute for the Sons of African Gentlemen is depicted as lacking in most aspects and can be used as a case study of undesirable practices and situations in school. The study recommends that Barbara Kimenye’s Moses Series be included on the schools Literature set books for secondary schools to encourage as many students as possible to read the books so that they can be able to judge the impact of their own behaviour on their learning as well as appreciate the physical, human and learning environments that their schools are able to provide. It also recommends that Moses series be acted out into plays to benefit students who have a poor reading culture, and even those who are out of school.
Distribution of Self-Study Materials and Home Learning Among Secondary School Students in Nyakayojo Mbarara City South
(Bishop Stuart University, 2023-01-25) Beatrace, Nahurira
The study assesses the contribution of self-study materials on home learning among secondary school students in Nyakayojo Mbarara City South. Objectives of the study included; to examine the extent to which self-study materials were distributed to secondary school students, to assess the effectiveness of home learning, and to establish the relationship between distribution of self-study materials and home learning among secondary school students. The researcher used a cross sectional research designs. Both quantitative and qualitative approaches were used. The population of the study comprised of Mbarara City Inspector of Schools, Mbarara City Education Officer, Students, Headteachers, Director of Studies, Chairperson LC1 and parents. A sample size of 311 respondents participated in the study. The study findings found out that the extent to which self-study materials were distributed to secondary school students in Nyakayojo Mbarara City South was low. The study findings found out that the effectiveness of home learning in Nyakayojo Mbarara City South was bad. The study findings found out that there is a statistically significant relationship between distribution of self-study materials and home learning at p =0.000. It was concluded that there was poor distribution of self-study materials in Nyakayojo Mbarara City South. There was ineffectiveness of home learning in Nyakayojo Mbarara City South was good. Distribution of self-study materials was associated with home learning. It was recommended that the government should always self study materials in time. This will enable students to keep motivate while learning from home during holidays. The parents should guide their children on how to use study materials distributed. This will enable effective utilization of study materials. The government should ensure that the study materials distributed are effectively utilized by students. This can be implemented through sensitization on mass media like radios, TVs, Newspapers, among others.
Distribution of Self-Study Materials and Home Learning Among Secondary School Students in Nyakayojo Mbarara City South
(Bishop Stuart University, 2022-09) Beatrace, Nahurira
The study assesses the contribution of self-study materials on home learning among secondary school students in Nyakayojo Mbarara City South. Objectives of the study included; to examine the extent to which self-study materials were distributed to secondary school students, to assess the effectiveness of home learning, and to establish the relationship between distribution of self-study materials and home learning among secondary school students. The researcher used a cross sectional research designs. Both quantitative and qualitative approaches were used. The population of the study comprised of Mbarara City Inspector of Schools, Mbarara City Education Officer, Students, Headteachers, Director of Studies, Chairperson LC1 and parents. A sample size of 311 respondents participated in the study. The study findings found out that the extent to which self-study materials were distributed to secondary school students in Nyakayojo Mbarara City South was low. The study findings found out that the effectiveness of home learning in Nyakayojo Mbarara City South was bad. The study findings found out that there is a statistically significant relationship between distribution of self-study materials and home learning at p =0.000. It was concluded that there was poor distribution of self-study materials in Nyakayojo Mbarara City South. There was ineffectiveness of home learning in Nyakayojo Mbarara City South was good. Distribution of self-study materials was associated with home learning. It was recommended that the government should always self study materials in time. This will enable students to keep motivate while learning from home during holidays. The parents should guide their children on how to use study materials distributed. This will enable effective utilization of study materials. The government should ensure that the study materials distributed are effectively utilized by students. This can be implemented through sensitization on mass media like radios, TVs, Newspapers, among others.
The Effectiveness of Home Learning Among Secondary School Students in Nyakayojo Mbarara City South
(East African Journal of Education Studies, 2022) Beatrace, Nahurira; Enock, Barigye; Basil, Tibanyendera
The study assesses the effectiveness of home learning among secondary school students in Nyakayojo Mbarara City South. The researcher used a cross-sectional research design. Both quantitative and qualitative approaches were used. The population of the study comprised the Mbarara City Inspector of Schools, Mbarara City Education Officer, Students, Headteachers, Director of Studies, Chairperson LC1, and parents. A sample size of 311 respondents participated in the study. The study findings found that the effectiveness of home learning in Nyakayojo Mbarara City South was bad. It was concluded that there was the ineffectiveness of home learning in Nyakayojo Mbarara City South. It was recommended that the government should always distribute self-study materials on time. This will enable students to keep motivated while learning from home during holidays. The government should ensure that the study materials distributed are effectively utilised by students. This can be implemented through sensitisation on mass media like radios, TVs, and Newspapers, among others
Enhancing Stakeholder Collaboration for Educational Inclusion of Children in Street Situations in Kampala District, Uganda
(The Educator, 2023) Annah, Atuhaire; Ronald, Bahati; Atukunda, Gershom; Jonah, Nyaga Kindiki; Namubiru, Proscovia; Kyohairwe, Stella; sekamatte, David
The United Nations Sustainable Development Goal number four target five seeks to eliminate all forms of discrimination in education for marginalized groups and vulnerable groups like street children. However, their inclusion in mainstream education has not been explored. Literature acknowledges collaboration among stakeholders as vital for reflection of practices and knowledge exchange and also used as a strategy to foster creativity and innovation necessary for effective implementation of inclusive education. This study explored perceptions of selected stakeholders towards collaboration as a strategy for enabling inclusion of children in street situations in mainstream education and how such collaboration can be enhanced. A qualitative approach was adopted selecting Kampala as a case. Five officials from government and Non- governmental organizations were selected purposively to participate in this study. The data was generated using semi-structured interviews and analyzed thematically. Respondents perceived collaboration as key to effectively include children in street situations in education. However, there were less meaningful relationships amongst stakeholders and majority of them were not performing their roles regarding the education of a child. The participants’ experiences of collaborative practices revealed barriers that hindered their partnership regarding the educational inclusion of children in street situations. The study thus concluded that collaboration can be enhanced through a multi-sectorial approach that brings all actors on board in planning and implementation of education inclusion of children in street situations. The study, therefore, recommended that the government should strengthen collaborative practices amongst stakeholders through policy formulation, sensitization and allocation of funds to implement a well-designed educational program based on the learning needs of children in street situations. These findings are of great importance to the Ministry of Education, Head teachers, teachers, Non-Governmental Organizations and other government bodies responsible for the welfare of children in street situations in planning and policy formulation, guidance for including children in street situations in mainstream education so that they gain from the efforts of inclusive and equitable quality education for all.
The Forms and Causes of Domestic Violence as Depicted in The Burdens and Black Mamba by John Ruganda
(East African Journal of Education Studies, 2023) Joan, Turyahebwa
This paper examines the forms and causes of domestic violence in John Ruganda’s The Burdens (1972) and Black Mamba (1973). It is set to bring out how domestic violence affects characters in the plays and as well as people in society since it is a prevalent act in the universe. This paper establishes that domestic violence occurs in many forms, including physical aggression or assault (hitting, kicking, biting, shoving, restraining, kidnapping, unlawful imprisonment, trespassing, harassment) or threats thereof; sexual abuse, emotional abuse, controlling or domineering, intimidation, stalking, passive covert abuse (neglect), and economic deprivation. John Ruganda’s The Burdens expresses most forms of violence but physical assault stands out. The second issue is to establish the causes of domestic violence as explored in the two plays by John Ruganda. This paper has discovered that the bit of culture that accentuates domestic violence is inheritance. Black Mamba has a twist as far as the economic factors play a role in the cause of domestic violence. Economic factors are found to play a significant role in the causes of domestic violence. These factors include women’s economic dependence on men, limited access to cash and credit, discriminatory laws regarding inheritance, property rights, use of communal lands and maintenance after divorce or widowhood, limited access to employment in formal and informal sectors, and limited access to education and training for women. The legal causes include lesser legal status of women either by written law or by practice, inheritance, the legal definition of rape and domestic abuse, low level of legal literacy among women, and insensitive treatment of women and girls.
A FRAGILE AND DIVISIVE UNITY OVER RELIGIOUS EDUCATION CURRICULUM IN UGANDA
(Bishop Stuart University, 2023) Mwesigwa, Fred Sheldon
Although Uganda is legally defined as a secular state, it is one of the most ‘religious’ nations in the world in terms of its rich religious though mostly volatile history and current record numbers of religious adherents compared to those who describe themselves as atheists or agnostics. The introduction of Islam, Anglican and Roman Catholic religious belief systems in Uganda ushered in an era of competition for converts which inevitably led to conflicts, including religious wars. Formal Education, mainly through missionary education, centered on promoting denominational identity and despite government efforts to legislate on the need for religious education to address the first national goal of education of ‘promoting national unity and harmony’, the Christian Religious Education (CRE) and the Islamic Religious Education (IRE) curriculum have largely remained catechetical and not dialogical, which compounds the already existing tensions between members of different religious denominations as illustrated by interviews done in schools. There is a need to review the curriculum to address the gaps cited in this article that seeks to address the multi-religious composition of schools and society to safeguard against religious tension and conflict which are proving to be endemic
Human Resource Development Practices and Job Performance of Academic Staff of Bishop Stuart University
(ERRCD Forum, 2024-07) Arinaitwe, Judith; Mwesigye, Adrian; Tibanyendera, Basil
This study examined human resource devel- opment practices and their impact on academic staff per- formance. Specifically, it investigated whether training, promotion, job enrichment and organisational policies significantly influence the job performance of academic staff. The study surveyed 158 academic staff members at Bishop Stuart University in Uganda using a quantitative approach and a correlational research design. Data were collected through self-administered questionnaires and analysed using partial least squares structural equation modelling (PLS-SEM). The findings revealed that job en- richment and organisational policies had a positive and significant impact on academic staff performance. In con- trast, training had a negative but significant influence on academic staff performance, and promotion had a posi- tive but insignificant influence on the job performance of academic staff. The study concluded that effective human resource practices, specifically job enrichment and organ- isational policies, play a crucial role in enhancing aca- demic staff performance. However, limited training op- portunities hindered the performance of academic staff. Furthermore, unsatisfactory promotion practices mini- mally contribute to the job performance of academic staff. The study recommended that university managers imple- ment human resource development practices, namely job enrichment, organisational policies, training, and promotion, to promote job performance
Hybrid Learning and Student Achievement Pre and Post Covid-19 Pandemic in Secondary of Sheema Municipality, Sheema District
(Bishop Stuart University, 2024-07) Annet Asiimwe
This study was about the impact of hybrid learning on student achievement in secondary schools in Sheema Municipality, Uganda, before and after the COVID-19 pandemic. It sought to determine the extent of hybrid learning adoption, evaluate student achievement levels, and examine the relationship between the two. Employing a descriptive cross-sectional survey design, data was collected from 399 respondents (head teachers, teachers, and students) using questionnaires and interview guides. Findings revealed the widespread adoption of blended learning approaches utilizing online platforms like Google Classroom and Zoom alongside traditional classroom sessions. These approaches often included recorded lessons, online platforms, and face-to-face interactions. It was revealed that there was a positive perception of student achievement within a hybrid learning environment, as evidenced by survey results highlighting improved attendance, participation, and performance in assessments (mean score of 3.61). Furthermore, a strong positive correlation (Pearson Correlation 0.971, p < 0.001) was found between hybrid learning implementation and student achievement. In conclusion the study xiv demonstrates that hybrid learning models, incorporating online platforms and in-person sessions, can ensure continuous learning and foster positive student achievement. It was recommended that teachers should actively explore engaging online instructional strategies that promote collaboration and active learning.
ICT SKILLS OF POST-GRADUATE STUDENT TEACHERS AT BISHOP STUART UNIVERSITY
(Bishop Stuart University, 2023) Twebaze, Richard
This paper was based on a study carried out among 50 Post Graduate student teachers pursuing a Masters or Post Graduate diploma course in Education. The findings showed that 76% of the participants rated their ICT skills as either low or moderate. While the majority rated themselves highly on word processing, the majority had little or no knowledge on the use of ICT to analyse research data. It is recommended that universities should include a compulsory course unit on research data analysis using ICT. It is further recommended that serving teachers should be given in-service training courses to enable them improve their ICT skills in order to meet the demands of the 21st century.
Impact of Head teachers’ Supervision Practices on Teachers’ Job Performance in Private Secondary Schools :
(Bishop Stuart University, 2025) Mwikirize Edson
The study was conducted to examine the influence of head teachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. It was guided by three objectives: to identify the common supervision practices used by headteachers in private secondary schools in Ibanda District, to assess the level of teachers’ job performance in these schools, and to examine the relationship between headteachers’ supervision practices and teachers’ job performance. The study was anchored on Douglas McGregor's X and Y Theories, as proposed in 1957 (Lawter, Kopelman & Prottas, 2015), which provided a theoretical lens for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey research design was adopted, employing both quantitative and qualitative methods to obtain a comprehensive understanding of the influence of head teachers’ supervision practices on teacher performance. Quantitative data were collected using structured questionnaires administered to teachers, capturing the types and frequency of supervision practices alongside key indicators of job performance. Qualitative data were gathered through semi-structured interviews with headteachers and directors of studies, providing in-depth insights into the implementation, challenges, and perceptions of supervision practices. The study targeted headteachers, who are responsible for supervising instructional activities, and teachers, who are directly involved in lesson planning, classroom instruction, and student assessment. Findings revealed that headteachers’ supervision practices play a critical role in shaping teachers’ job performance in private secondary schools in Ibanda District. The combination of quantitative and qualitative evidence demonstrated that schools implementing structured, regular, and supportive supervision frameworks experienced improved teacher performance, which in turn positively affected student learning outcomes. Specifically, headteachers employed a variety of supervision practices, including classroom observations, lesson plan reviews, mentorship, feedback provision, and in-service training, all of which contributed to teacher professional growth and accountability. The study concluded that effective supervision by headteachers is essential for enhancing teacher performance in private secondary schools. It recommended that headteachers in Ibanda District continue to implement structured and consistent supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development activities, to sustain and further improve teacher effectiveness and student outcomes.

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