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

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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.
Teacher-Student Ratio and Application of Group Work in Teaching and Learning in Secondary Schools of Bushenyi-Ishaka Municipality, Bushenyi District
(Bishop Stuart University, 2025) Duncan Ahimbisibwe
The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. Objectives included to establish the current teacher-student ratio in secondary schools, to explore the application of group work in teaching and learning in secondary schools and to examine how teacher-student ratios influence the application of group work in secondary schools of Bushenyi-Ishaka Municipality, Bushenyi District. 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, using purposive and random sampling to select participants, while 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, which undermines effective supervision and individualized support, and while group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones, with overcrowding leading to unequal participation, limited teacher guidance, and diminished 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, yet noted that 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 infrastructure improvement.
Substance Use and Discipline among Ordinary Level Students in Bushenyi District
(Bishop Stuart University, 2025-09) Linnie Tumwebaze
This study investigated the relationship between substance use and discipline among Ordinary Level students in Bushenyi District, Uganda. The objectives were to examine the prevalence rates of substance use among secondary school students, to assess the levels of learners’ discipline, and to determine the relationship between substance use and student discipline in secondary schools in Bushenyi District. A convergent parallel mixed-methods research design was employed, utilizing structured questionnaires for quantitative data and interviews for qualitative insights. The sample size consisted of 75 participants, including 42 students, 19 teachers, and 6 deputy headteachers. The results indicated that alcohol was the most commonly abused substance, with 70% of respondents acknowledging its prevalence. The overall level of discipline among students was perceived as good, with a mean score of 4.16 across various indicators such as dress code, respect for teachers, and lesson attendance. Pearson correlation analysis revealed a weak but statistically significant positive relationship (r = 0.24, p < 0.01) between substance use and discipline, suggesting that increased substance use was associated with a slight decline in discipline levels. The study concluded that substance use among students is a significant concern that negatively impacts discipline. Recommendations included implementing comprehensive substance use education programs, fostering supportive school environments, and developing guidelines to promote positive student behavior.
The Relationship Between Substance Use and Students' Discipline in Secondary Schools of Bushenyi District
(The Advanced Global Journal of Research, 2025-09) Linnie Tumwebaze; Dr. Anne Tweheyo (PhD); Aheisibwe Irene (PhD)
This study investigated the relationship between substance use and discipline among Ordinary Level students in Bushenyi District, Uganda. A convergent parallel mixed-methods research design was employed, utilizing structured questionnaires for quantitative data and interviews for qualitative insights. The sample size consisted of 75 participants, including 42 students, 19 teachers, and 6 deputy headteachers. The results indicated that alcohol was the most commonly abused substance, with 70% of respondents acknowledging its prevalence. The overall level of discipline among students was perceived as good, with a mean score of 4.16 across various indicators such as dress code, respect for teachers, and lesson attendance. Pearson correlation analysis revealed a weak but statistically significant positive relationship (r = 0.24, p < 0.01) between substance use and discipline, suggesting that increased substance use was associated with a slight decline in discipline levels. The study concluded that substance use among students is a significant concern that negatively impacts discipline. Recommendations included implementing comprehensive substance use education programs, fostering supportive school environments, and developing guidelines to promote positive student behavior.
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.
Students’ Involvement in Co-Curricular Activities and Students’ Discipline in Secondary Schools in Ibanda Municipality, Southwestern Uganda
(Bishop Stuart University, 2025) Tugume Joshua
The study examined the relationship between students’ involvement in co-curricular activities and their discipline in secondary schools in Ibanda Municipality, Southwestern Uganda. The study was guided by Involvement Theory by Alexander W. Astin (1984), which emphasizes that the extent of students' engagement in meaningful activities directly influences their personal and academic development. Specifically, the study achieved the following research objectives: to assess the influence of participation in sports and physical activities on students’ behavior and discipline; to analyze the impact of students' engagement in arts and cultural activities on their moral conduct and social interactions; to investigate the role of academic clubs and competitions in fostering self-discipline and responsibility among students; and to assess the relationship between students' participation in co-curricular activities and their overall discipline levels. A descriptive research design with a mixed methods approach was employed. The study targeted 4,885 individuals from 20 secondary schools in Ibanda Municipality, consisting of head teachers, teachers, and students. Using Morgan and Krejcie’s (1970) table, a sample size of 721respondents was determined, however data was collected from 713 respondents yielding the response rate of 98.9%, Respondents were selected using purposive, simple random, and systematic random sampling techniques. Data were collected using questionnaires, interviews, and focused group discussions. Quantitative data were analyzed using SPSS version 20.0, while qualitative data were analyzed thematically. The study found that students' participation in co-curricular activities significantly enhances various aspects of discipline, including improved attendance, punctuality, academic integrity, rule adherence, and goal-setting. Sports and physical activities were found to foster behavioral improvements, leadership, teamwork, and responsibility. Engagement in arts and cultural activities enhanced students’ moral conduct, cooperation, creativity, and a sense of belonging. Academic clubs and competitions were instrumental in building self-discipline, responsibility, time management, and academic excellence. A strong positive correlation was established between overall co-curricular involvement and student discipline indicators. The study concluded that active engagement in co-curricular activities plays a critical role in promoting discipline and holistic development among secondary school students. It recommended that school administrators and teachers should promote co-curricular participation, design inclusive and structured programs, and monitor student involvement. Students should be encouraged to balance academics with cocurricular engagement. Policymakers should support integration of co-curricular activities into the curriculum and allocate adequate resources to enhance their implementation.
The relationship between salary enhancement and learners' assessment among science teachers in public secondary schools in Kamwenge district :
(SJ Education Research Africa, 2025-09-19) Ayesiga Dan; Jonhson Atwiine; Enock Barigye
Background The study investigated the impact of science teachers’ salary enhancement on their job performance in public secondary schools within Kamwenge District. The study was guided by the Dual Factor Theory, also known as the Two-Factor Theory, which was proposed by psychologist Frederick Herzberg in 1959. Methods This research adopted a descriptive research design utilizing both quantitative and qualitative research approaches. The study population was 100 science teachers and headteachers in ten public secondary schools. A sample size of 80, including 70 science teachers and 10 headteachers, was selected using Yamane’s (1967) formula. Purposive sampling was used to select headteachers, while simple random sampling was employed to select science teachers. Data was collected using questionnaires and interview guides. Quantitative data were analyzed using SPSS version 20.0, while qualitative data were analyzed using thematic analysis. Results The study findings revealed that salary enhancement significantly improves science teachers’ regular lesson attendance, punctuality, and consistency in teaching. Improved salary also led to greater participation in co-curricular activities and increased teacher involvement in student mentorship, clubs, and sports. Furthermore, salary enhancement positively influenced teachers’ commitment to regular and effective learner assessment, including feedback, timely marking, and the use of varied assessment methods. Correlation analysis showed a strong, positive, and statistically significant relationship between salary enhancement components and teacher performance indicators, particularly with direct pay rise and composite salary enhancement scores. Conclusion The study concluded that salary enhancement plays a critical role in improving science teachers’ job performance in terms of attendance, motivation, co-curricular involvement, and learner assessment. Recommendation The Ministry of Education and the government should maintain and strengthen salary enhancement schemes for science teachers, aligning incentives with qualifications and experience.
Science teachers’ salary enhancement and their job performance in public secondary schools in Kamwenge District
(Bishop Stuart University, 2025) Ayesiga Dan
The study investigated the impact of science teacher’s salary enhancement on their job performance in public secondary schools within Kamwenge District. The study aims to provide a comprehensive understanding of the relationship between salary adjustments and the effectiveness of science teachers in fulfilling their professional responsibilities. The objectives of this study are as follows: to establish the influence of salary enhancement on regular lesson attendance among science teachers in public secondary schools in Kamwenge District; to examine the influence of salary enhancement on the level of participation in school co-curricular activities among science teachers in public secondary schools in Kamwenge District; and to find out the relationship between salary enhancement and learners’ assessment among science teachers in public secondary schools in Kamwenge District. The study was guided by the Dual Factor Theory, also known as the Two-Factor Theory, which was proposed by psychologist Frederick Herzberg in 1959. This research adopted a descriptive research design utilizing both quantitative and qualitative research approaches. The study population was 100 science teachers and headteachers in ten public secondary schools. A sample size of 80, including 70 science teachers and 10 headteachers, was selected using Yamane’s (1967) formula. Purposive sampling was used to select headteachers, while simple random sampling was employed to select science teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using SPSS version 20.0, while qualitative data was analyzed using thematic analysis. The study findings revealed that salary enhancement significantly improves science teachers’ regular lesson attendance, punctuality, and consistency in teaching. Improved salary also led to greater participation in co-curricular activities and increased teacher involvement in student mentorship, clubs, and sports. Furthermore, salary enhancement positively influenced teachers’ commitment to regular and effective learner assessment, including feedback, timely marking, and use of varied assessment methods. Correlation analysis showed a strong, positive, and statistically significant relationship between salary enhancement components and teacher performance indicators, particularly with direct pay rise and composite salary enhancement scores. The study concluded that salary enhancement plays a critical role in improving science teachers’ job performance in terms of attendance, motivation, co-curricular involvement, and learner assessment. It was recommended that the Ministry of Education and government maintain and strengthen salary enhancement schemes for science teachers, align incentives with qualifications and experience, and support teachers with resources and professional development. Schools were also encouraged to integrate performance-linked rewards and improve welfare provisions to sustain teacher productivity and commitment.
Utilization of ICT Tools and Teaching and Learning of ICT subject in A-Level Government Secondary Schools of Bukanga North, Isingiro District.
(Bishop Stuart University, 2025-09) Stellah Kanyesigye
The study assessed the utilization of ICT tools in teaching and learning of ICT subject in A’ Level government secondary schools of Bukanga North, Isingiro District. The main objective was to assess the utilization of ICT tools in teaching and learning ICT subject, with specific objectives to: examine whether the existing ICT tools are utilized in the teaching and learning of ICT as a subject; assess the effect of ICT tools on students' learning outcomes in ICT subject; and establish the relationship between the utilization of ICT tools and teaching and learning of ICT subject in A’ Level government secondary schools. The study adopted a descriptive survey research design targeting 214 participants, including 01 District Education Officer, 03 headteachers, 30 teachers, and 180 students. A sample size of 150 was selected using purposive, stratified, and simple random sampling techniques. Data were collected through questionnaires, interviews, and observation checklists, and analyzed using SPSS version 24. Results revealed that ICT tools such as computers, projectors, and internet connectivity are moderately utilized (M = 3.72, SD = 0.87). ICT tools significantly improved student learning outcomes, including performance, digital skills acquisition, and motivation (M = 3.90, SD = 0.78). A Pearson correlation coefficient showed a moderate positive relationship (r = 0.545, p =0.000) between utilization of ICT tools and effective teaching and learning. The study concluded that while ICT tools enhance lesson delivery and student engagement, challenges such as inadequate infrastructure, irregular power supply, and limited teacher training persist. The study recommends increased investment in ICT infrastructure, teacher capacity-building, and policy support for sustainable ICT integration.
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.
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.
Teachers’ Professional Development and Job Performance in Selected Secondary Schools in Ibanda Municipality Uganda
(East African Nature & Science Organization, 2023-03-09) David Ngabirano; Dr. Richard Twebaze, PhD; Novatus Nyemara; Dr. Irene Aheisibwe, PhD
The study examined the relationship between teachers’ professional development and teachers’ job performance in secondary schools in Ibanda Municipality. A cross-sectional descriptive survey design using a quantitative approach was used in the collection, analysis, interpretation, and presentation of data. The target population consisted of headteachers, teachers, and the directors of studies. Using Morgan and Krecjie’s table of sample size determination, the study used 19 headteachers, 470 teachers, and 20 directors of studies. Simple random sampling and purposive sampling were used to select the sample size. Data was collected using a closed-ended questionnaire. Findings revealed a positive correlation between professional development and the performance of teachers. Teachers’ professional development is very critical in job performance since it helps teachers to improve subject mastery, teaching methods, general attitude, and beliefs towards work, and diverse learning activities. The study recommends sequential professional development activities for all teachers. School administration should have a specific budget for teachers’ professional development. There should be deliberate efforts by school supervisory bodies like Board Governors and district education officers to ensure teachers’ professional development. This would encourage professional development. A promotional criterion that focuses on the extent of professional development should be adopted by schools.
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.
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.
Remuneration and Teachers’ Performance in Universal Primary Schools in Kashari South County, Mbarara District
(International Journal of Scientific Research and Engineering Development, 2024) Muhanguzi David Kaniga; Dr. Sudi Balimutajjo (PhD); Rev. Dr. Judith Arinaitwe
The study was about remuneration and teachers’ performance in Universal Primary Schools in Kashari South County, Mbarara district. The purpose of the study was to establish the relationship between the variables. The objectives of the study were to examine the impact of remuneration of teachers, to assess the level of teachers’ performance and to establish the relationship between remuneration and teachers’ performance in Kashari South County, Mbarara District. Qualitative and quantitative data was gathered in order to establish the relationship between the independent and dependent variables. The data was collected from a total population of 81 respondents including teachers, head teachers and district education officials. Data was presented in tabular form with mean scores and percentages. The study findings agreed that Remuneration affects the teachers’ performance in that the feelings and learning of pupils consequently relies on the quality of remuneration. The study recommended that; Government should put in place strategies like improving teachers’ salaries periodically, promotion and recognition of teachers in order to improve on their performance. Furthermore, the government should put up strategies to ensure that teachers’ accommodation is conducive and adequate. Government should also look into payment of allowances to teachers such as duty allowances and overload allowances. It should also be noted that teachers should be paid according to their qualifications.
The Relationship Between Parental Involvement and Learners` Academic Achievement in Competence Based Curriculum in Secondary Schools in Kazo County, Kazo District
(International Journal of Scientific Research and Engineering Development-, 2024) Tumwesigye John Bosco; Barigye Enock; Judith Arinaitwe
The study examined the relationship between parental involvement and learners’ academic achievement in a competency-based curriculum in secondary schools in Kazo District. It was guided by the following objectives: to establish the level of parental involvement, to assess learners' academic achievement in the competency- based curriculum, and to examine the relationship between parental involvement and learners' academic achievement in secondary schools. A cross-sectional design was adopted for this study. Ten secondary schools in Kazo District, with a total population of 254 respondents including one DEO, one Inspector of Schools, 32 Parent Representatives, 10 Head Teachers, 53 Student Leaders, 147 Teachers, and 10 SMC Chairpersons, were considered. Data were obtained through questionnaires, interviews, and direct observation. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used for analysis. Qualitative data collected from interviews were sorted and organized into themes. The findings indicated a statistically significant relationship between parental involvement and learners' academic achievement in the competency-based curriculum in secondary schools in Kazo County, with a p- value of 0.005 (p < 0.01). It was concluded that there was strong commitment from parents in Kazo County to support their children's education. Parents actively participated in various aspects, from ensuring proper uniforms to contributing financially to school meals. The study identified a statistically significant link between parental involvement and student achievement. It was recommended that school administrators organize meetings and events at times convenient for working parents to maximize participation.
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
Weighing Fear against Respect in School
(International Journal of Scientific Research and Engineering Development-, 2024) Rugyenga Manzi Gordon; Alice Jossy Kyobutungi Tumwesigye; Laban Erapu
This article seeks to explore the depictions of the relationship between students and school administration in the selected novellas of Barbara Kimenye’smoses series. The Moses series comprises eleven novellas, all of which narrating school life. Two novellas are sampled, namely Moses and Mildred and Moses in Trouble. The data was obtained by close reading of the two selected novellas and results indicate that the relationship is characterised by a mixture of fear and respect. The students respect the deputy headmaster who is qualified and professional but fear the headmaster who is not qualified but takes the title because of being the owner of the school. The relationship between the students and the rest of the staff is more of informal and personal than formal and professional. It is concluded that students respect staff that handles them professionally. The recommendation is that all owners private schools should employ professional experts to head the schools in order to offer technical advice.

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