Department of Humanities and Performing Arts

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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.
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda
(Bishop Stuart University, 2025) Katusiime Patience
The purpose of this study was to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. The study was guided by three objectives: to establish various classroom management strategies utilised by teachers in lower secondary classrooms in Mbarara City secondary schools-Uganda, to examine the level of students’ discipline in lower secondary classrooms in Mbarara City secondary schools Uganda and to examine the relationship between classroom management strategies on student discipline in lower secondary schools in Mbarara City-Uganda. The study was guided by Albert Bandura’s Social Learning Theory (1986, 1997), which emphasizes that individuals acquire appropriate and inappropriate behaviors through observation, imitation, and interaction, provided the theoretical framework for the study. A mixed-methods research approach was adopted, combining both quantitative and qualitative techniques to provide a comprehensive understanding of the phenomena. The study utilized a descriptive survey research design and employed questionnaires and interviews as the primary data collection methods. The findings demonstrate that teachers in Mbarara City secondary schools excel in structuring classrooms, monitoring behavior, and applying discipline fairly, and engaging students through varied instructional methods, the study also confirms that students in Mbarara City secondary schools demonstrate commendable respect for teachers, adherence to rules, punctuality, and homework completion. However, challenges persist in maintaining disruption-free classrooms, promoting active participation, and developing self-discipline and A Pearson Product-Moment Correlation was conducted to examine the relationship between classroom management strategies and student discipline in lower secondary schools in Mbarara City. The results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). However, gaps were identified in involving students in decision-making processes and in the use of positive reinforcement strategies such as praise and rewards. The study concluded that effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Consequently, it is recommended that teachers adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda. A cross-sectional study.
(SJ Education Research Africa, 2025) Patience Katusiime; Dr Basil Tibanyendera (PhD); Rev Wilson Mugisha
Background Albert Bandura’s Social Learning Theory emphasises that individuals acquire both appropriate and inappropriate behaviours through observation, imitation, and interaction, providing the theoretical framework for the study. The purpose of this study is to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. Methodology A mixed-methods cross-sectional study combining both quantitative and qualitative techniques to provide acomprehensive understanding of the phenomenon. The study employed a descriptive survey research design, utilising questionnaires and interviews as the primary data collection methods. Results The majority were male teachers (175, 62.0%), while female teachers accounted for 107 (38.0%). The majority of teachers in lower secondary classrooms in Mbarara City establish clear rules and procedures for classroom behaviour, where 74.4% of respondents strongly agreed. Students in lower secondary classrooms generally demonstrate moderate to high levels of discipline, though some weaknesses are evident. The overall mean score for all items was 3.67 (SD = 1.02). Results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). This indicates that teachers who employ effective classroom management practices such as clear rule-setting, fair and consistent discipline, active monitoring, calm handling of disruptions, and engaging teaching methods tend to have students who demonstrate higher levels of discipline. Conclusion Effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Recommendations Teachers should adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected.
Clinical Supervision and Teachers’ Use of Instructional Materials in Government-aided Primary Schools of Ntungamo Municipality
(Bishop Stuart University, 2024-09) Muramuzi Benson Robert
This study examined how Clinical Supervision affects Teacher’s use of Instructional Materials in the Government-aided Primary Schools of Ntungamo Municipality. The main purpose of the study was to establish the relationship between the amount of clinical supervision received by teachers and their use of instructional materials in government-aided primary schools of Ntungamo Municipality. This study was guided by three objectives: (i) To examine the rate at which clinical supervision is received by teachers in the government-aided primary schools of Ntungamo Municipality (ii)To assess the level of use of instructional materials by teachers in the government-aided primary schools of Ntungamo Municipality( iii) To establish the relationship between the rate at which clinical supervision is received by teachers and their level of use of instructional materials in the government- aided primary schools of Ntungamo Municipality. The study employed a Cross-sectional Research Design, where both quantitative and qualitative approaches were used at the same time. The purpose of this type of investigation was to validate the findings generated by each method through the evidence generated by the other. The researcher used questionnaire and interview methods to collect data from respondents. The study population comprised of Teachers, Headteachers, Coordinating Centre Tutor, Municipal Education Officer and Municipal Inspector of Schools. The researcher used purposive and stratified sampling methods. The data collection tools used consisted of a self- administered Questionnaire and Interview Guide. The study reveals that school supervisors were actively involved in supervision. The study also found that teachers were more inclined towards use of traditional print material such as textbooks, but rarely used electronic media. The correlation analysis, conducted using Pearson’s Correlation Coefficient, indicated a positive but weak relationship between the amount of clinical supervision received by teachers and their level of use of instructional materials (r=0.217, P<0.05). It was concluded that Clinical Supervision is essential for maintaining instructional quality and supporting teacher professional development. Use of instructional materials was also seen to cater for diverse needs of learners. Clinical Supervision was seen to have an influence on teachers’ use of Instructional Materials. It was recommended that clear guidelines for conducting Clinical Supervision be given to school supervisors and teachers receive more guidance on using instructional materials. The study also recommended that there should be regular sessions between supervisors and teachers regarding the use of instructional materials to help the participants identify areas for improvement. The study further suggested that research should be done to examine the effectiveness of different types of visual aids in various educational settings.
Community Involvement and Protection of Girl Child against Sexual Abuse: A case of Selected Primary Schools in Mbarara City South
(Bishop Stuart University, 2024) Karetwa Michael Kahigiriza
The study was about Community Involvement and Protection of the Girl Child against Sexual Abuse: A Case Study of Selected Primary Schools in Mbarara City South. The study aims to identify different forms of girl child sexual abuse in Mbarara City South, explore different ways of community involvement in the protection of the girl child against sexual abuse, and establish the relationship between community involvement and protection of the girl child against sexual abuse in Mbarara City South. The study used cross-sectional research design. The study targets headteachers, PTA members, teachers, community leaders, and pupils, with a total of 180 respondents. The study findings examined the various forms of girl child sexual abuse in Mbarara City South, the study reveals alarming instances of physical abuse, overt exposure to sexual content in schools, verbal abuse, exploitation, grooming, and even cases of human trafficking. The gravity of these findings underscores the immediate need for targeted interventions, emphasizing the importance of early recognition, community vigilance, and comprehensive strategies to address both online and offline abuse. The findings highlight crucial strategies for community involvement in protecting girl children against sexual abuse. Education and awareness campaigns, financial and material support to schools, community watch programs, guidance and counseling for teachers, and evaluation and improvement initiatives emerge as key components of an effective community-based approach. These strategies collectively contribute to creating a supportive environment, fostering awareness, and encouraging active participation in initiatives aimed at preventing and addressing girl child sexual abuse. The study concludes that community involvement plays a crucial role in protecting the girl child against sexual abuse in Mbarara City South. The findings demonstrate a moderately strong positive correlation between community engagement and initiatives aimed at safeguarding girls, emphasizing the need for heightened awareness, education, and mobilization efforts. Recommendations include developing strategies to enhance community engagement by addressing identified gaps, such as targeted communication campaigns, community forums, and incentives to encourage active participation in initiatives related to girl child protection. Empowering community leaders through capacity-building programs is also recommended to equip them with the knowledge and skills necessary to lead and support community-wide efforts against girl child sexual abuse.
The Depictions of Expectation Versus Reality in Noviolet Bulawayo’s We Need New Names
(Bishop Stuart University, 2023) Hellen, Ampeire
In the post-colonial era, Zimbabwe experienced a period of political and economic upheavals with a political regime whose ideology of socialism regimented Zimbabweans under an authoritarian state. In 1999, the opposition to President Mugabe and the ZANU-PF government grew considerably after the mid-1990s in part due to the worsening economic and human rights conditions brought about by the seizure of farmlands owned by white farmers and economic sanctions imposed by the Western countries in response. This economic upheaval was, and is still the cardinal reason why the citizens of Zimbabwe have almost not been a priority in the former regime, leading to their migration to seemingly better-off countries. No Violet Bulawayo is one such Zimbabwean who has left her motherland and now lives in America. In her novel, We Need New Names, she beautifully elaborates how the non-prioritized state of citizens in Zimbabwe is responsible for the huge number of immigrants who have left Zimbabwe and continue to leave, with hope as beautiful as a rainbow high up on their minds that maybe, just maybe, in a land far away from home, life can meaningfully reward their dreams which ironically, their mother country has so painfully failed to help them achieve.
EMPLOYEE RETENTION STRATEGIES AND JOB PERFORMANCE IN ORGANIZATIONS
(American Research Journal of Humanities & Social Science (ARJHSS), 2023) Doreen, Atuhaire
The study was carried out to investigate the extent to which employee retention strategies influenced job performance at Bishop Stuart University in Mbarara district. Three specific objectives were; to establish the influence of job security on employee job performance at Bishop Stuart University, to establish the influence of career development on employee job performance at Bishop Stuart University, and to establish the extent to which reward competitiveness influences job performance of employees at Bishop Stuart University. A cross-sectional study design was adopted in which both quantitative and qualitative data collection tools were used. Data was collected from 96 respondents particularly university managers, teaching staff, administrative and support staff. Descriptive and inferential statistics in terms of correlations and regression analysis were generated. The results showed that job security had a strong positive effect on employee job performance at BSU in Mbarara district (β=0.412). Career development had a moderate positive effect on employee job performance at BSU in Mbarara district (β=0.219). Analysis results also showed that there was a moderate positive effect of rewards competitiveness on employee job performance at BSU in Mbarara district (β =0.262). Basing on the above findings, it can be concluded that employee retention strategies significantly influence job performance at BSU in Mbarara district. To this end therefore, the study recommends the following; permanent contracts, job security policy, regular on-job trainings for all staff, salary enhancement policy, housing facilities for the employees and offering of competitive salaries
Factors Limiting the Adoption of Climate-Resilient Agricultural Practices in and Around Oruchiga Settlement
(East African Nature & Science Organization, 2023) Boris Beinomugisha; Doreen Atwongyeire; Dr. Rebecca M. Kalibwani, PhD
This study was conducted to establish the potential factors limiting the adoption of climate-resilient agricultural practices in and around the Oruchiga settlement. It was a descriptive study employing both qualitative and quantitative approaches for data collection and analysis. Information was gathered from a sample of 322 respondents and other key informants using questionnaires and interviews. Data was analysed using Microsoft EXCEL and SPSS Version 21.0 to generate both descriptive and inferential statistics. The study identified the different climate-resilient agricultural practices used by smallholder farmers including agroforestry, the use of improved crop varieties and livestock breeds, water-smart technologies, soil fertility management, the use of compost and organic pesticides and small- scale irrigation. The study also found that age, family size (labour), size of land, gender, off-farm activities, group membership and access to credit were some of the potential factors limiting the adoption of climate-resilient agricultural practices in the camp. In conclusion, the study confirmed that different climate-resilient agricultural practices are being used by farmers in the area, and these practices have significantly supported food production systems. Despite their great role in agricultural production, the adoption is still constrained by several factors. The study therefore, recommends government to introduce policies that enable farmers to own and cultivate large-scale farms to increase output. Revisiting land policies is paramount if farmers in the area must increase production through adopted climate- resilient agricultural practices. Small-sized land was one of the reasons farmers failed to use recommended practices; therefore, increasing production per unit area through opening new arable land areas would mean that farmers have enough space to try new technologies/practices. The study also recommends that the government 1) consider the farmers’ willingness and factors impeding their practice before introducing climate-resilient agricultural practices; 2) create awareness among the farmers about the overall benefits and challenges of climate-resilient agricultural practices; 3) integrate newly introduced practices with farmer-friendly indigenous practices; and 4) follow down-top approach and include farmers in any decision-making processes.
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.
Girl-Child Inclusive Mindset Change Education in Uganda
(Journal of Research Innovation and Implications in Education,, 2023) Arinaitwe, Judith; Ahumuza, Arthur
The study aimed to analyze the impact of national curricular design on girl-child inclusive mindset change education in Uganda. The study was guided by two main objectives namely: To discuss the global girl-child inclusive mindset education changes, and to analyze the Ugandan case of girl-child inclusive attitude transformation education programmes. The study was guided by a qualitative research design involving a secondary data review. Review of data followed case study design. Data collection procedures included a review of textbooks, journal articles and government reports. Data analysis was done through categorization of documents that were grouped into subthemes. The findings were that some cultural norms continue to make it difficult for society and parents to support girl-child education in the same way that they do boy-child education. It is recommended that Uganda should create an enabling environment for girls by addressing harmful social norms and financial barriers that prevent girls from accessing education to advance the effects of girls' education towards gender equality.
Grading Rubrics and Teachers’ Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality
(The Advanced Global Journal of Research, 2025) Naturinda Patience; Rev. Canon. Asaph Kabakyenga,; Dr. Enock Barigye (PhD)
The study examined the relationship between the use of grading rubrics and teachers’ effectiveness in assessment in Lower Secondary Curriculum in Bushenyi-Ishaka Municipality in Bushenyi District. Using a descriptive survey design, both qualitative and quantitative data were collected from 124 students, 26 teachers, 4 headteachers, and 4 directors of studies through questionnaires and interviews. Data were analyzed using descriptive statistics and Pearson correlation. The study established a statistically significant positive relationship between the use of grading rubrics and teachers’ effectiveness in assessment; students’ responses showed a strong correlation (r = 0.654, p = 0.000), while teachers’ responses indicated a moderate correlation (r = 0.544, p = 0.004). The study concluded that consistent use of grading rubrics enhances fairness, transparency, and teachers’ effectiveness in assessment. It therefore recommended continuous teacher training, collaboration to standardize rubric use, and sensitization of students on rubric application. Further research should examine the impact of grading rubrics on students’ academic performance and motivation in the Lower Secondary Curriculum, since this study focused on teachers’ effectiveness in assessment through the use of grading rubrics.
Home Learning and Accessibility of study materials by Secondary School Students in Ibanda County, Ibanda District
(Bishop Stuart University, 2024) Jimmy Mugarura
The study evaluated the impact of domestic learning on the openness of study materials by auxiliary school understudies in Ibanda Province, Ibanda. It was guided by the taking after destinations; surveying shapes of domestic learning that were utilized by auxiliary school understudies, deciding the level of openness of study materials among auxiliary understudies, and surveying the relationship between domestic learning and openness of think about materials by auxiliary school understudies. The clear cross-sectional overview plan was utilized. The populace for this think about included auxiliary school instructors, understudies, headteachers, DEO. Headteachers taken part within the think about since they were mindful for actualizing and checking school programs. Quantitative information was analyzed utilizing the computer-based program called Measurable Bundle for Social Sciences (SPSS). Subjective information collected was subjected to the inductive information examination method. Comes about shown that the larger part of the respondents 210 (69.1%) concurred that understudies are able to effortlessly get to the Web. The lion's share of the respondents 218 (71.7%) concurred that understudies are comfortable communicating electronically through web. The lion's share of the respondents 223 (73.4%) concurred that understudies get to daily papers with study substance. The discoveries encourage demonstrated that there was a direct factually noteworthy relationship between domestic learning and availability of study materials by auxiliary school understudies at (P=0.000) compelling availability of study materials among auxiliary school understudies. It was prescribed that the government through service of instruction ought to advance domestic learning by making strides web offices, gadgets for understudies and instructors, among others.
Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools : A Cross-sectional Study Kazo district, Uganda
(East African Nature & Science Organization, 2022-07-19) Robert Agume; Enoch Barigye; Dr. Irene Aheisibwe, PhD
Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primaryseven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount
Implications of Land Use and Cover Changes on Upper River Rwizi Macro-Watershed Health in South Western Uganda
(2022) Nseka, Denis; Opedes, Hosea; Mugagga, Frank; Ayesiga, Patience; Semakula, Henry; Wasswa, Hannington; Ologe, Daniel
The upper Rwizi river system in South Western Uganda has been severely degraded due to encroachment and unsustainable resource utilization. Little is, however, known about the link between the upper Rwizi macro-watershed health and land use/cover patterns from the spatiotemporal perspective. This study evalu ated the relationship between spatiotemporal land use/ cover change and upper river Rwizi macro watershed health. Remotely sensed data was used to analyze the spatiotemporal land use and cover distribution for upper Rwizi macro watershed. The analysis was done using Landsat and Sentinel imagery datasets spanning 1990 to 2020 and 2016 to 2021 respectively. Field verification was undertaken to confirm the land use, cover types, and evaluate the implications of prevailing anthropogenic activities on the watershed health. The land use and cover characteristics in the upper Rwizi macro-watershed exhibits both highly spatial and temporal variations. By 1990, grassland as the dominant land use and cover type spanned 45% of the total study area followed by farmland at 30%. Forests, open water and settlements covered 12%, 10% and 3% respectively. Whereas grassland and forest cover has diminished drastically by 64% and 71% respectively, settlements and farmland have increased tremendously by 79% and 50% respectively between 1990 and 2020. The hillslope hydrological characteristics in the watershed are severely hampered due to increased human activities. It is, therefore, recommended that afforestation in the degraded areas be undertaken to restore the watershed health which could improve on hillslope hydrology.
Implications of Soil Properties on Landslide Occurrence in Kigezi Highlands of South Western Uganda
(IntechOpen, 2022) Nseka, Denis; Kakembio, Vincent; Mugagga, Frank; Semakula, Henry; Opedes, Hosea; Wasswa, Hannington; Ayesiga, Patience
Generally, soil characteristics have a significant influence on landslide occurrence. This issue has, however, not yet been adequately analysed in Kigezi highlands of South Western Uganda. In this study, soil properties such as disper sion, grain size distribution, Atterberg limits, shear strength and clay mineralogy were analysed to establish their contribution to the spatial distribution of landslides in Kigezi highlands. The results demonstrate that deep soil profiles ranging between 2.5 and 7 meters were dominated by clay-pans at a depth between 0.75 and 3 meters. Although the uppermost surface horizons of the soil profile are loamy sand, the clay content is more than 35% especially in the sub soil. This suggests that the soil materials are Vertic in nature. In addition, the upper soil layers predominantly contain quartz, while subsurface horizons have considerable amounts of illite as the dominant clay minerals, ranging from 43–47%. The average liquid limit and plas ticity index was 58.43% and 33.3% respectively. Besides, high average computed weighted plasticity index (28.4%) and expansiveness (38.6%) were obtained. These soil characteristics have great implication on the timing and nature of landslide processes in the study area. A change in soil material due to varying moisture content is thought to be a major trigger of landslides in Kigezi highlands of South Western Uganda. This understanding of soil characteristics is a key step in mitigating landslide hazards in the area
The influence of teaching styles on students’ academic performance in secondary schools: A case of Uganda
(Bishop Stuart University, 2020) Lilian, Ruteraho; Enock, Barigye
This study examined the influence of teaching styles on the academic performance of students in secondary schools in Mbarara Municipality. The study adopted a cross sectional survey design which incorporated qualitative and quantitative approaches. The study used a sample of 216 respondents where 70 teachers, 138 students, 3 inspectors and 5 head teachers. Questionnaire survey method was used to gather data from both teachers and students whereas head teachers and inspectors of schools were subjected to in-depth interviews. Quantitative data was analyzed with help of descriptive statistics using SPSS while thematic analysis was used to analyze qualitative data. From the study findings, it was found out that learner centered and teacher centred teaching styles were commonly used in secondary schools of Mbarara Municipality but most importantly learner centred teaching styles were predominantly used. The study found out teaching styles influences the level of mastery of concepts and skills in aspects like communication, research, reporting and self-expression among others. The study recommends that teachers should employ a variety of teaching styles but most preferably learner centred styles need to be emphasized in order to promote student learning. Also, refresher courses among secondary school teachers to equip them with the most current effective teaching styles under tooling and re-tooling programmes. Teachers ought to be mindful when selecting the teaching styles and instructional materials that motivate learners in the teaching learning process
Internet Accessibility and ICT use in Teaching and Learning in Secondary Schools of Sheema District
(Bishop Stuart University, 2024-09) Barekye Barisigara
The study assessed internet accessibility and ICT use in teaching and learning in government aided secondary schools of Sheema District. The study used a cross-sectional research design with both quantitative and qualitative approaches. The study population comprised 12 headteachers, 360 teachers, and 440 students, with a sample size of 268 respondents. Purposive and simple random sampling techniques were used for participant selection. Data were collected through a questionnaire survey for teachers and students and interviews for headteachers. Data analysis involved sorting, coding, and summarizing qualitative data and using Pearson coefficient correlation for quantitative data. The findings showed positive perceptions among students regarding internet accessibility, with an overall mean score of 3.62. Most students reported favorable experiences with internet availability, data sufficiency, internet speed, affordability, and access to electricity at schools. Similarly, a significant majority of participants recognized the benefits of ICT in enhancing teaching and learning, with an overall mean score of 3.70. The study also found a statistically significant correlation (p-value of 0.001, r=0.6) between internet accessibility and ICT use teaching and learning, suggesting that improvements in internet accessibility positively impact the teaching and learning process. In conclusion, students in Sheema District have positive perceptions about internet accessibility, and there is a significant correlation between internet accessibility and ICT use teaching and learning. As recommendations, the government should invest in improving internet connectivity and digital resources for a conducive learning environment, and stakeholders should promote the integration of ICT in teaching methodologies.
Job satisfaction and Work Engagement of Teachers in Secondary Schools in Isingiro District
(Bishop Stuart University, 2021) Osiime Asenath, Bamureeba; Sudi, Balimuttajjo
The study was about the relationship between job satisfaction and work engagement of teachers in secondary schools in Isingiro District. The study aimed at examining the degree of job satisfaction of teachers in secondary schools in Isingiro District, determining the levels of teachers‟ engagement in secondary schools in Isingiro District. Literature was thematically generated basing on the main study objectives and in relation to the conceptual frame work. The study adopted cross sectional research design which was descriptive in nature. Both quantitative and qualitative were used to analyse data. From the study findings, teachers were satisfied with their fellow workers. Interpersonal interactions with co-workers created greater meaning in work environment. Individuals derived meaning from the social identities and interactions fostered a sense of belonging. The study concluded that teachers had freedom to choose their own methods of working and good relationship with their immediate supervisors which helped to improve job satisfaction among teachers. The study concluded that teachers in secondary schools in Isingiro District were emotionally engaged with their work which was based on the idea of emotional labour at work, which is the process of regulating one‟s feelings at work. The study concluded that there is a positive relationship between job satisfaction and work engagement of teachers in secondary schools in Isingiro District with Correlation Pearson Coefficient r =.678**p = 0.05. It was recommended that school administrators should organise workshops about job satisfaction to increase their engagement as well as performance, there is need for effective supervision on quality of lesson notes, schemes of work, record of marks, exams and lesson presentations and the Government and the Ministry of Education should provide mandatory policy to all the school head teachers to facilitate job satisfaction of teachers in secondary schools
Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District
(East African Journal of Education Studies, 2024-06-11) Musiimenta, Frederick; Balimutajjo, Sudi; Arinaitwe, Judith
The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators.
Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda
(2023) Irene, Aheisibwe
The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to

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