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

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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.
The Portrayal of Female Agency in Selected Novels By Mary Karooro Okurut
(Bishop Stuart University, 2025-08) Ahebwa Joan
This study is based on 'The portrayal of Female Agency in the selected novels by Mary Karooro Okurut.' Its major purpose was to explore the forms of Female Agency in; The Invisible Weevil (1998), The Official Wife (1993) and The Switch (2016) all written by Mary Karooro Okurut. The study used language and style to discuss the objectives which were well discussed in relation with agency. The objectives were; to explore the forms of Female Agency in selected novels by Mary Karooro Okurut and to examine how forms of Female Agency are depicted in the three novels. The research is a descriptive study of the three selected Ugandan novels. The researcher used a qualitative approach to collect, analyze, interpret and present data. Main information was got by closely reading the primary texts; The Invisible Weevil (1998), The Official Wife (1993) and The Switch (2016). Other secondary texts were read to get more information about the topic. Data was analyzed qualitatively using the textual analysis technique. The researcher grouped data into headings and sub-headings basing on the objectives of the study. The researcher used one literary theory; Liberal theory. Liberal feminism helped the researcher to examine how forms of Female Agency are depicted in the selected novels by Mary Karooro Okurut. The researcher found out that female agency has various forms but decided to put emphasis on two; subversion and negotiation. The researcher discovered that females in the three selected novels of Mary Karooro Okurut experience; sexual violence, female genital mutilation, patriarchal norms domestic violence, economic disparities and gender inequality. These females develop subversive tendencies and exhibit resilience to overcome sexual violence, female circumcision, patriarchal norms, domestic violence, economic disparities and gender inequality. The researcher found out that females develop agency as the result of the crises they encounter. The researcher found out that the author majorly used; vivid descriptions, flashbacks, dialogue, point of view, and characterization to perfectly bring out the forms of Female Agency. The researcher concludes that Female Agency is a key theme in various Ugandan novels and it has various forms, of which each form has a way it helps women to attain their autonomy. The researcher recommends that more studies be carried out on Female Agency in the three novels under study.
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
Teachers’ Qualification and Kiswahili Subject Assessment in Lower Secondary Schools in Mbarara City.
(Bishop Stuart University, 2025) Esther Birungi
This study examined the relationship between teachers' qualification and Kiswahili subject assessments in lower secondary schools in Mbarara City. The study was guided by the following research objectives, i) assessing the level of teachers' qualification in assessing Kiswahili, ii) evaluating how Kiswahili assessments are designed and administered, iii) establishing the relationship between these two factors. A descriptive research design was employed, targeting 175 participants from a population of public and private secondary schools in Mbarara City, including City Inspectors of Schools, City Education Officers, head teachers, and Kiswahili subject teachers. The sample size was determined using Morgan and Krejcie's table, resulting in a total of 138 respondents. Purposive sampling was used to select City Inspectors, City Education Officers, and head teachers, while simple random sampling was employed for selecting Kiswahili teachers. Data collection methods included questionnaires and interviews, with a self-administered questionnaire distributed to teachers and face-to-face interviews conducted with key informants. The data were analyzed using descriptive statistics and thematic analysis for qualitative responses. The study’s findings on teachers' qualification in assessing Kiswahili, had an overall average mean score of 3.55, indicating moderate to high proficiency. Teachers effectively used diverse assessment techniques such as reading comprehension, grammar exercises, and group activities, supported by mandatory training programs and workshops. The second objective examined the design and administration of assessments, yielding an average mean score of 3.68, signifying positive practices in incorporating varied assessment formats. The third objective explored the relationship between teacher qualification and assessment effectiveness, showing a significant positive correlation (r = 0.565, p = 0.000, N = 90). This finding emphasizes that better teacher qualification leads to improved student assessment outcomes. Recommendations to enhance teachers' qualification in assessing Kiswahili, it is essential to prioritize continuous professional development through workshops and seminars focused on refining assessment techniques and linguistic skills. Schools should adopt formative assessments to evaluate teaching methods and language proficiency, ensuring alignment with curriculum standards. Designing and administering Kiswahili assessments including diversifying assessment formats, standardizing grading practices for fairness, and leveraging technology to improve efficiency. Training programs should cover both language proficiency and assessment design. Strengthening collaboration among teachers and addressing external challenges, such as large class sizes and limited resources, is crucial for linking teacher qualification with the quality and reliability of Kiswahili assessments.
Parenting Styles and Student Retention in Secondary School in Rubirizi District Southwestern Uganda
(Bishop Stuart University, 2025) Susan Ayesiga Vera
The study was about the relationship between parenting styles and student retention in secondary schools in Rubirizi District, Southwestern Uganda. It was guided by the following objectives: Examine prevalent parenting styles among parents in Rubirizi District, to assess student retention rates in Rubirizi District and to determine the relationship between parenting styles and students retention rates in secondary. A total sample of 7 schools (four private secondary schools and three government aided secondary schools) .10 head teachers were selected using purposive sampling. Hundred, (100) parents and hundred (100) teachers were selected using simple random sampling. The researcher used questionnaires and interview methods of datacollection. Quantitative data from the field was processed and analyzed using Statistical package for Social Scientists ( SPSS) Qualitative data from interview was analyzed descriptively and information presented in the narrative form. The study findings found that uninvolved parenting style was high at a percentage of 47.0%. The study found that the correlation coefficient was 0.729 which indicate which indicates that there is a positive relationship between parenting style and student retention in many secondary schools in Rubirizi District. The p value 0.000 shows that there is statistically significant relationship between parenting styles and student retention in secondary schools of Rubirizi District. However, the study found that some schools in Rubirizi district don’t allow parents in schools when it is not a visitation day. It was also concluded that there is a high level of parents uninvolvement where parent don’t take fully charge in upbringing of their students in Rubirizi District and this has made a good number of students drop out of school looking for money at an early age and this is done through bricklaying, fishing and hunting. It was also concluded the due to student dropping out of school has affected the rate of student retention in secondary schools Rubirizi District this implies that if the situation continues like this there will be a high number of indiscipline ,use of drugs, theft and redundancy in Rubirizi District. It was further concluded that there was a statistically significant relationship between parenting styles and student retention in secondary schools in Rubirizi District. Therefore change in parenting styles are associated with change in student retention. It was recommended that government should put a provision of a parent’s day in schools once in a term majorly to address about the different parenting styles in secondary schools. This will enhance the adoption of proper student retention in schools.
Students’ Involvement in Co-Curricular Activities and Students’ Discipline in Secondary Schools in Ibanda Municipality, Southwestern Uganda
(Bishop Stuart University, 2025-09) 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 co- curricular engagement. Policymakers should support integration of co-curricular activities into the curriculum and allocate adequate resources to enhance their implementation.
The Effect of Non-Monetary Incentives on Teachers’ Effectiveness in Government Aided Secondary Schools in Bushenyi District, Uganda
(The Advanced Global Journal of Research, 2025-09) Vincent Rwabs Mucunguzi; Dr. Richard Twebaze (PhD); Dr. Enock Barigye (PhD)
This study examined the effect of non-monetary incentives on teachers’ effectiveness in government-aided secondary schools in Bushenyi District, Uganda. The research was guided by Herzberg's Two-Factor Theory, which distinguishes between motivators (intrinsic factors) and hygiene factors (extrinsic factors) influencing job satisfaction and performance. A convergent parallel design was employed, using a mixed-methods approach that combined quantitative data from 236 of the 336 teachers in government-aided secondary schools with qualitative insights from 10 head teachers of the selected schools. The findings revealed a moderate positive correlation (r = 0.469) between non-monetary incentives and teachers’ effectiveness, suggesting that enhancing these incentives could significantly improve performance. The study concluded that non-monetary incentives play a critical role in motivating teachers and recommended that school administrators and policymakers prioritize these incentives to boost teacher morale and effectiveness. Further research is encouraged to examine the impact of specific individual incentives on teacher performance.
The Relationship Between Career Guidance Programs and Students’ Choice of Subjects in Government Aided Secondary Schools of Ruhaama County, Ntungamo District
(The Advanced Global Journal of Research, 2025-09) Denis Kamuntu Tindiwensi; Dr. Basil Tibanyendera (PhD); Dr. Irene Aheisibwe (PhD)
This study investigated the relationship between career guidance programs and students' choice of subjects in government-aided secondary schools in Ruhaama County, Ntungamo District. A cross-sectional research design was employed, utilizing both quantitative and qualitative approaches. Data were collected from 346 respondents, including District Education Officers, head teachers, teachers, and students, through questionnaires and interviews. The findings revealed that the majority of respondents rated the quality of career guidance programs positively, although there was moderate disagreement regarding their effectiveness in aligning subjects with students' future goals. Determinants of subject choice included academic strengths, peer recommendations, and career goals. A significant correlation (r = 0.65, p = 0.012) was found between the quality of career guidance programs and students' subject choices. The study concluded that high-quality, well-organized career guidance programs lead to more informed subject selections, while academic strengths and peer advice were strong determinants. However, the availability of resources had a negligible impact. Recommendations include allocating more government resources to enhance career guidance programs, integrating these programs into the curriculum by head teachers, and encouraging students to actively engage with available career guidance resources. Further research is also recommended to explore the long-term impacts of these programs on subject choices and career outcomes.
Teachers’ Continuous Professional Development Programs and Work Performance in Government Aided Secondary Schools of Kashaari South Constituency, Mbarara District, Southwestern Uganda
(Bishop Stuart University, 2025-09) Simon Twinamatsiko
The study was titled Teachers’ Continuous Professional Development Programs and work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. The study was guided by three objectives; to determine the effectiveness of teachers’ continuous professional development programs in government aided secondary schools, to measure the level of teachers’ work performance in government aided secondary and to establish the relationship between Teachers’ Continuous Professional Development Programs and their work performance in government aided secondary schools. The study adopted a sequential research design to gather information from the respondents. A sample of 165 respondents participated in the study. Data was collected from primary and secondary data sources. Questionnaires and interview guides were used as data collection instruments. Quantitative data was analyzed using Pearson correlation, linear regression model and ANOVA. Qualitative data was analyzed using thematic content analysis. From the findings, it was revealed that there Is a significant positive effect of teachers’ continuous professional development programs on their work performance in government aided secondary schools. Findings also revealed that the level of teachers work performance is moderate in government aided secondary schools in Kashaari South Constituency Mbarara District while teachers’ continuous professional development programs showed a positive and significant relationship with teachers’ work performance in government aided secondary schools in Kashaari South Constituency Mbarara District. It was concluded that there is a positive and significant relationship between teachers continuous professional development programs (TCPDPs) and teachers’ work performance in government aided secondary schools in Kashaari South Constituency in Mbarara District. It was recommended that government-aided secondary schools in Kashaari South Constituency Mbarara District should offer regular opportunities for professional growth and skill enhancement and that headteachers should foster a sense of community belonging among staff members, encourage teamwork, and recognize and celebrate teachers’ achievements.
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.

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