Directorate of Graduate Studies, Research and Innovations Collections

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Teachers’ use of Grading Rubrics and their Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality.
(Bishop Stuart University, 2025) Patience Naturinda
The study examined the effect of grading rubrics on teachers’ effectiveness in the assessment of learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality, Uganda. The main objective was to investigate how grading rubrics influence assessment practices among teachers. Specifically, the study was guided by the following objectives: to assess the use of grading rubrics in the assessment of learners in the Lower Secondary Curriculum; to examine teacher’s effectiveness in the assessment of learners in the Lower Secondary Curriculum; and to determine the relationship between the use of grading rubrics and teachers’ effectiveness in assessment of learners in the Lower Secondary curriculum in Bushenyi-Ishaka municipality. 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. Quantitative data were analyzed using descriptive statistics and Pearson correlation while qualitative data were thematically analysed. The major findings included the common types of grading rubrics identified included analytic rubrics, descriptor-based rubrics, criteria referenced rubrics, and scoring guides, though their usage was inconsistent. The findings indicated that grading rubrics were used inconsistently, with 61.3% of students acknowledging their us while 38.7% showed no knowledge of rubrics thus indicating that teachers grade learners using traditional assessment methods. Teachers’ effectiveness was moderate, with challenges in rubric clarity, alignment, and feedback provision. 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 was inclined to effectiveness of assessment by using grading rubrics
The Effect of Radio Agricultural Programmes on the Activities of Small Scale Farmers in Kasese District
(Bishop Stuart University, 2025-09) Mwahulhwa Wilson
Radio is a powerful communication tool. Experience with rural radio has shown the potential for agricultural extension to benefit from both the reach and the relevance that local broadcasting can achieve by using participatory communication approaches. The importance of sharing information locally and opening up wider information networks for farmers is explored with reference to the specific example of vernacular radio programmes based on research on soil and water conservation. The study was about the effect of radio agricultural programmes on the activities of small scale farmers in Kasese District. The specific objectives included to; (i) assess the relevance of Agricultural Extension Radio Programmes to small scale farmers; (ii) assess farmers’ satisfaction of Agricultural Extension Radio Programmes, (iii) assess the level of implementation of acquired knowledge from Agricultural Extension Radio Programmes, and (iv) to evaluate radio programme formats preferred by small scale farmers in acquiring knowledge. The study was a descriptive-cross sectional survey employing both quantitative and qualitative approaches to data collection and analysis. Data was captured from a sample of 216 respondents using questionnaire and interview guide. Data was analyzed using SPSS software to generate both descriptive and inferential statistics. The study found out that Agricultural Extension Radio Programmes were pertinent to small scale farmer’s activities like pest and disease management, soil and water conservation, organic manure use and application, general management practices, enterprise selection, post-harvest handling and others. Programmes were equally relevant towards animal management activities like breed selection, pasture management and product marketing. The study also found out that farmers were fairly satisfied with Agricultural Extension Radio Programmes due to signal breaks. The study further found out that farmers had implemented the knowledge acquired from Agricultural Extension Radio Programmes; however the level of implementation differed based on activity/practices. The study identified the different radio programme formats preferred by small scale farmers in acquiring knowledge such as; interactive talk shows, programme repeats, evening shows and farmer-centered programs. The study concluded that Radio Agricultural Programmes had an effect on Small Scale Farmers Activities in Kasese District and recommended that Radio extension programmes be prepared and broadcasted in a way that makes them accessible to the target audience. The programs should also be broadcasted in the evenings as from 6.00 pm when farmers have returned from the field.
Quality of Instruction and Job Performance of TVET Graduates working in Bushenyi district of Uganda
(International Journal of Scientific Research and Engineering Development, 2025) Atwiine Chriss; Dr. Richard Twebaze; Rev. Canon. Asaph Kabakyenga
This study was conducted to investigate the contribution of Technical and Vocational Education and Training (TVET) to the job performance of graduates in Bushenyi District, Uganda. The study specifically aimed to: (1) assess the quality of instruction provided in TVET institutions; (2) examine the job performance of TVET graduates employed in various sectors; and (3) establish the relationship between the quality of instruction and job performance. These objectives were guided by the growing demand for competent graduates who are equipped with both technical and soft skills necessary for a dynamic workforce. A mixed-methods research design was adopted, combining both quantitative and qualitative approaches. Data were collected from 300 TVET graduates, 132 TVET employers through structured questionnaires, and from 8 selected employers using interview guides. Quantitative data were analyzed using descriptive statistics. Quantitative data analysis revealed that the mean score for quality of instruction was 3.92 while the mean score for job performance was 4.06, indicating above-average ratings in both domains and Pearson correlation analysis, while qualitative data were analyzed thematically to complement and explain the numerical results. The use of both methods enhanced the validity and depth of the findings. The findings revealed that most graduates acknowledged the usefulness of TVET training, particularly in developing technical skills, communication, and workplace adaptability. Employers confirmed that while graduates demonstrated competence in practical tasks, there were gaps in leadership, decision-making, and familiarity with modern industry technologies. A strong positive correlation was established between the quality of instruction and job performance (r = 0.709, p < 0.000), indicating that improvement in training quality significantly contributes to better job performance outcomes among graduates. The study concluded that TVET institutions in Bushenyi District are playing a crucial role in preparing graduates for the workforce, but the effectiveness of their instruction varies. While many graduates are well-grounded in basic technical work, limited industry exposure and inadequate emphasis on soft skills continue to affect overall job performance. Therefore, enhancing instructional quality and aligning it with industry needs is essential for increasing the employability and productivity of TVET graduates. The study thus, recommended that TVET institutions revise their curricula to reflect current industry practices, expand internship and apprenticeship programs, and strengthen collaboration with employers. These strategies will ensure that TVET graduates are more holistically prepared to meet the expectations of a competitive and evolving job market.
Administrative Decentralization and Maternal Healthcare Service Delivery In Rural Communities of Mitooma District,Uganda
(Bishop Stuart University, 2025-09) Bucureezi Priver
Decentralization has been promoted globally as a means to improve health service delivery by bringing decision-making closer to communities. In Uganda, the decentralization policy, introduced in 1993, implemented reforms such as the devolution of power to district councils, the delegation of administrative functions to local authorities, and the upgrading of lower-level health facilities (HCII to HCIII) to improve the accessibility of maternal health services. Despite these reforms, maternal health care outcomes remain suboptimal in rural areas, particularly in Mitooma District, where this study was conducted. An interpretivist phenomenological qualitative design was employed, using in-depth interviews and focus group discussions (FGDs) with key stakeholders, including healthcare workers (Midwives, and nurses), pregnant and lactating mothers, and local government officials. Participants were purposively selected across multiple communities served by four health facilities at the level of HC111, and HC11 within Mitooma districts. Data were transcribed, coded, and thematically analyzed using ATLAS.ti software to identify key themes and patterns. Ethical principles were observed throughout the research, including informed consent and confidentiality. Findings revealed that while decentralization has enhanced local autonomy and community engagement in some districts, significant challenges persist. These include limited financial and human resources, inadequate decision-making capacity at the local level, poor referral systems, and delays in emergency health care for expectant mothers. Participants also highlighted disparities in service availability and quality, particularly in rural and hard to reach communities like Kanyabwanga HC111. Despite these constraints, decentralized structures offered opportunities for locally tailored interventions and improved accountability when adequately supported. In conclusion, it was observed that decentralization alone is not sufficient to ensure improved maternal health outcomes. Strengthening district-level capacities, enhancing coordination mechanisms, and addressing systemic resource constraints are critical for the success of decentralization reforms. The study recommends targeted policy actions to bridge implementation gaps and promote equitable health
Administrative Decentralization and Maternal Healthcare Service Delivery in Rural Communities of Mitooma District
(International Journal of Scientific Research and Engineering Development, 2025-09) Bucureezi Priver; Assoc. Prof Noel Kansiime; Dr. Johnson Atwiine
Decentralization has been promoted globally as a means to improve health service delivery by bringing decision-making closer to communities. In Uganda, despite decentralization reforms, maternal health care outcomes remain suboptimal in many parts of the country but largely in Mitooma district where the study was conducted. This study explored the implications of decentralization on maternal health service delivery, focusing on the experiences, challenges, and perspectives of stakeholders at community, facility, and district levels. An interpretivist phenomenological qualitative design was employed, using in-depth interviews and focus group discussions (FGDs) with key stakeholders, including healthcare workers (Midwives, and nurses), pregnant and lactating mothers, and local government officials. Participants were purposively selected across multiple communities served by four health facilities at the level of HC111, and HC11 within Mitooma districts. Data were transcribed, coded, and thematically analyzed using ATLAS.ti software to identify key themes and patterns. Ethical principles were observed throughout the research, including informed consent and confidentiality. Findings revealed that while decentralization has enhanced local autonomy and community engagement in some districts, significant challenges persist. These include limited financial and human resources, inadequate decision-making capacity at the local level, poor referral systems, and delays in emergency health care for expectant mothers. Participants also highlighted disparities in service availability and quality, particularly in rural and hard to reach communities like Kanyabwanga HC111. Despite these constraints, decentralized structures offered opportunities for locally tailored interventions and improved accountability when adequately supported. In conclusion, it was observed that decentralization alone is not sufficient to ensure improved maternal health outcomes. Strengthening district-level capacities, enhancing coordination mechanisms, and addressing systemic resource constraints are critical for the success of decentralization reforms. The study recommends targeted policy actions to bridge implementation gaps and promote equitable health care package mostly maternal health for which the gaps were identified in service delivery.
Managerial Competencies and Performance of Small-Scale Businesses in Sheema Municipality, Sheema District, Uganda
(Bishop Stuart University, 2024) NDYANABO CRINARD
This study assessed the influence of managerial competencies on performance of small-scale businesses with special emphasis on the experiences in Sheema Municipality. A cross-sectional design with a quantitative method was used to conduct the study among small-scale businesses with special emphasis on the experiences in Sheema Municipality. The data was obtained from small-scale businesses business owners, managers and resource people. The study employed stratified random sampling in which 309 respondents selected to participate in the study. A self-administered questionnaire was used to obtain the data from small-scale businessesentities. The study results led to the rejection of first, second and third null hypotheses of this studyand alternative hypotheses stating that operational managerial competencies of business owners and managers significantly influence the performance of small-scale businesses in Sheema Municipality, relational managerial competencies of business owners and managers significantly influence performance of small-scale businesses in Sheema Municipality, and strategic managerial competencies of business owners and managers significantly influence performance of small-scale businesses in Sheema Municipality were accepted. The findings also revealed that for each additional increase in overall rigour of operational managerial competencies of business owners and managers, performance of small-scale businesses in Sheema Municipality was likely to get an average increase of 2.149 units in performance of small-scale businesses (β = 2.149, p = 0.000); each additional increase in overall rigour of relational managerial competencies of business owners, performance of small-scale businesses in Sheema Municipality was likely to get an average increase of 2.423 units and 1.513 units in performance of small-scale businesses (β = 1.513, p = 0.000, β = 2.423, p = 0.000) ; and each additional increase in overall rigour of strategic managerial competencies of business owners, performance of small-scale businesses in Sheema Municipality was likely to get an average increase of 1.519 units, 2.054 units, 1.222 units and decrease by 1.819 units in performance of small-scale businesses (β = 1.519, p = 0.003, β = 2.054, p = 0.000, β = 1.222, p = 0.0020, β = -1.819, p = 0.000). It was concluded that business scall-scale business attach importance to operational, and Strategic managerial competencies
Adoption of Chemical Fertilizers in Coffee Production in Kikyenkye Sub-County, Ibanda District
(Bishop Stuart University, 2024) Natukunda David
This study focused on assessing the adoption of chemical fertilizers in coffee production in Kikyenkye Sub-County, Ibanda District. It was conducted from January to April, 2023 in Kikyenkye Sub-county, Ibanda district. It was limited to; (i) investigating the perceptions and attitudes of farmers on application of chemical fertilizers in coffee, (ii) determining the level of awareness of chemical fertilizer use in coffee production, (iii) investigating farm-based factors that determine farmers’ choice to use chemical fertilizers in coffee production and, (iv) establishing possible strategies of promoting adoption of chemical fertilizers in coffee production. Despite government’s efforts to increase coffee yield through advocacy to use chemical fertilizers, its adoption by coffee farmers remained very low causing declining coffee yields and subsequently reduced household income for small-holder rural farmers in the study area. The study employed a cross-sectional, descriptive research design and primary data was collected from 124 coffee farmers and 27 informants using questionnaires, interviews and focus group discussions. Data collected was subjected to SPSS software version26.0 for analysis. The study found out that there is positive and significant perception and attitude of farmers on application of chemical fertilizers (P<0.05). Chemical fertilizer use ensures high productivity and bean quality of coffee. Chemical fertilizers are basically used on commercial crops like tea and coffee. The decisions on chemical fertilizer use is significantly based on access to information and market prices (P<0.05). It was further found out that farmers who had access to training services on the methods of application and easy access to the source of chemical fertilizers had significantly high level of awareness on the use of chemical fertilizers in coffee production (P<0.05). The study also found out that small plots of land under coffee production and land fragmentation significantly influenced farmers’ decisions to use chemical fertilizers in coffee (P<0.05). It was established that providing constant training and stabilizing prices for both agricultural inputs and crop outputs could lead to enhanced use of chemical fertilizers in coffee significantly (P<0.05). These could be used as strategies to promote chemical fertilizer use in coffee production. The study finally concluded that farmers’ perceptions and attitudes, level of awareness and farm-based factors significantly affect farmers’ adoption of chemical fertilizers in coffee production. The study recommends that there is a need for regular, practical and demonstration-based farmers’ training, policymakers to consider development of policies that promote accessibility and sustainable use of chemical fertilizers, there is need to support farmers to increase the scale of coffee production to make it more profitable with use of chemical fertilizers and the need to reduce the cost of chemical fertilizers through subsidies.
The Influence of Operational Managerial Competencies of Business Owners and Managers on Performance of Small-Scale Businesses in Sheema Municipality, Sheema District
(American Research Journal of Humanities Social Science (ARJHSS), 2024) Ndyanabo Crinard; Arthur Nuwagaba; Agume K. Anthony
This study assessed the influence of operational managerial competencies on performance of small-scale businesses with special emphasis on the experiences in Sheema Municipality. A cross-sectional design with a quantitative method was used to conduct the study on small-scale businesses in Sheema Municipality. According to the 2021 Sheema Municipality Commercial Office records, the total number of small-scale businesses in Sheema Municipality is 2659, which constituted this study’s target population. This study’s sample size was obtained using Yamane (1967) formula, n = 2659/ (1 + (2659 * 0.052 ) = 347.80902551, which was approximately, 348 people and the study population included small-scale business owners, managers and resourceful people. The correlational research design was used to make inference about the population from drawing from the sample findings. The study employed stratified random sampling in which 309 respondents participated in the study. A self-administered questionnaire was used to obtain the data from small-scale businesses entities. The findings also revealed that for each additional increase in overall rigour of operational managerial competencies of business owners and managers, performance of small-scale businesses in Sheema Municipality was likely to get an average increase of 2.149 units in performance of small-scale businesses (β = 2.149, p = 0.000). It was concluded that business small-scale business attach importance to operational managerial competencies. The study results led to rejection of the null hypothesis of this study and alternative hypothesis stating that operational managerial competencies of business owners and managers significantly influence performance of small-scale businesses in Sheema Municipality was accepted.
Lending Terms and Profitability of Savings and Credit Cooperatives in Uganda :
(American Research Journal of Humanities & Social Science (ARJHSS), 2024-04) Anne Atukwatse; Robert Turyamureeba; KatsimeNicson
This study sought to fill the existing knowledge gap between credit terms, credit standards, collection procedures, and profitability of savings and credit cooperative organizations (SACCOs) in Mbarara City southwestern Uganda. In Uganda, credit management became widely adopted by SACCOs to mitigate loan defaults and improve SACCOs’ profitability. A cross-sectional research design with a quantitative approach was used in collecting data from SACCO's staff in Mbarara city. Participants were randomly selected and subjected to questionnaires. The data was coded, edited, and entered into SPSS version 23 for analysis. Descriptive statistics were presented using percentages, mean, and standard deviations. Correlations were used to determine the strength of relationships between lending terms and profitability. The present study found that there is a strong positive correlation between credit terms and profitability of SACCOs (r= .723; p<0.05), collection procedures and profitability of SACCOs (r= .762**; p<0.05), and a weak positive correlation between credit standards and financial performance of SACCOs (r= .244**; p<0.05). The study findings revealed a significant correlation between lending terms and SACCO profitability, suggesting that regulated SACCOs should adopt and implement lending terms strategies to boost profitability.
Project-Based Learning and Learners’ Academic Achievement in Physics at Ordinary level in Government Aided Secondary Schools In Ibanda Municipality
(Bishop Stuart University, 2024) Arthur Tukakira
The study focused on examining the relationship between project-based learning and academic achievement in physics among ordinary level students in government aided secondary schools in Ibanda Municipality. The study was guided by the following objectives; to examine the indicators of project-based learning in physics at ordinary level in government aided secondary schools, to assess academic achievement in physics at ordinary level in government aided secondary schools and to determine the relationship between project-based learning and academic achievement in physics at ordinary level in government aided secondary schools in Ibanda Municipality. A descriptive research design was employed using both quantitative and qualitative approaches to allow triangulation. Both stratified, systematic and purposive sampling techniques were applied to select the 467 respondents with responses of 432. Data collection methods such as questionnaire survey and interview methods were used. Data was analyzed with descriptive statistics, Pearson correlation coefficient and multi-linear regression analysis. The findings of the study were; Students are grouped and given supervisors for project learning; class timetable has a provision for project work; Students conduct research and hands on during the project implementation. However, it was disagreed that students identify the critical project problem and students present findings from project research. The study also concluded that progress assessment scores determine physics academic achievement; end of term scores manifests physics performance in schools; grades at Uganda Certificate of Education (UCE) is an indicator of physics academic achievement and collaboration between teachers and students can improve their performance in physics. The study also concluded that there is a positive significant but weak relationship between project-based Learning and Academic learners’ achievement. The study recommends that evaluation in the project-based learning should be authentic. It also recommends that the teaching materials which are prepared basing on the project-based learning method should be obtained from a learning environment, students develop better performance skills in science and technology teaching and have more increased self-efficiency beliefs as compared with students instructed by using the traditional method. The study also recommends that project based learning (PBL) should highly be emphasized in the new current curriculum so that learners can perform very well especially in science subjects that’s chemistry, biology and physics as well. Projects should be identified basing on the existing problem in the society and research should be made by the learner when addressing all the procedures of the project. The study also recommends that enough resources in form of scholastic materials should be provided so as to promote project-based learning and learner’s academic achievement in physics at ordinary level in government aided secondary schools especially in Ibanda Municipality.
Salary Disparity and Effectiveness of Teachers in Government Aided Secondary Schools of Bukanga County, Isingiro District
(Bishop Stuart University, 2024) Benon, Baraire; Enock Barigye; Ronald Bahati
The study assessed the effect of salary disparity on the effectiveness of science teachers compared to arts teachers of government aided Secondary Schools in Bukanga County, Isingiro district. Objectives of the study were; i) examine the effect of salary disparity on the effectiveness of Science teachers in government aided secondary schools of Bukanga County, Isingiro District. ii)examine the effect of salary disparity on the effectiveness of Art teachers in government aided secondary schools of Bukanga County, Isingiro District.iii) establish the difference in the effectiveness of science teachers compared to arts teachers in government aided secondary schools of Bukanga County, Isingiro District. The study adopted a descriptive research design. The study population included head teachers, deputy head teachers, directors of studies, science and arts teachers of government aided secondary schools. The appropriate sample size of this study was 126 respondents. The study adopted two sampling techniques namely purposive sampling and stratified random sampling. The study employed questionnaires, focused group discussions and documentary review. Qualitative and quantitative data were analysed. Quantitative data was analyzed using SPSS where T-Test for independent samples was computed to establish if difference in the effectiveness of science and arts teachers was statistically significant. The results from field indicate no statistical significant difference in the effectiveness between science and arts teachers. The T-Test for Independent Samples reveals that when equal variances are not assumed, the results remain consistent (t (81.986) = 1.175, p = 0.244). Overall, these findings suggest that there is no statistically significant difference in the effectiveness of the science teachers compared to arts teachers, regardless of whether equal variances are assumed or not. The group statistics for teacher effectiveness ratings in science and arts subjects with science mean effectiveness rating of 3.36 and arts mean effectiveness rating is slightly higher at 3.84, with a similar standard deviation of 0.45 and standard error of 0.07. This indicates that, on average, arts teachers were rated slightly higher in effectiveness compared to their counterparts teaching science subjects. The study recommends to implement a comprehensive review of the salary structure for teachers in government-aided secondary schools, develop specialized training programs for science teachers to enhance their effectiveness in various teaching aspects, explore opportunities for cross training between science and arts teachers and implement targeted performance improvement plans for science teachers based on the identified areas of lower effectiveness
Salary Disparity and Effectiveness of Teachers in Government Aided Secondary Schools of Bukanga County, Isingiro District
(Bishop Stuart University, 2024) Benon Baraire
The study assessed the effect of salary disparity on the effectiveness of science teachers compared to arts teachers of government aided Secondary Schools in Bukanga County, Isingiro district. Objectives of the study were; i) examine the effect of salary disparity on the effectiveness of Science teachers in government aided secondary schools of Bukanga County, Isingiro District. ii)examine the effect of salary disparity on the effectiveness of Art teachers in government aided secondary schools of Bukanga County, Isingiro District.iii) establish the difference in the effectiveness of science teachers compared to arts teachers in government aided secondary schools of Bukanga County, Isingiro District. The study adopted a descriptive research design. The study population included head teachers, deputy head teachers, directors of studies, science and arts teachers of government aided secondary schools. The appropriate sample size of this study was 126 respondents. The study adopted two sampling techniques namely purposive sampling and stratified random sampling. The study employed questionnaires, focused group discussions and documentary review. Qualitative and quantitative data were analysed. Quantitative data was analyzed using SPSS where T-Test for independent samples was computed to establish if difference in the effectiveness of science and arts teachers was statistically significant. The results from field indicate no statistical significant difference in the effectiveness between science and arts teachers. The T-Test for Independent Samples reveals that when equal variances are not assumed, the results remain consistent (t (81.986) = 1.175, p = 0.244). Overall, these findings suggest that there is no statistically significant difference in the effectiveness of the science teachers compared to arts teachers, regardless of whether equal variances are assumed or not. The group statistics for teacher effectiveness ratings in science and arts subjects with science mean effectiveness rating of 3.36 and arts mean effectiveness rating is slightly higher at 3.84, with a similar standard deviation of 0.45 and standard error of 0.07. This indicates that, on average, arts teachers were rated slightly higher in effectiveness compared to their counterparts teaching science subjects. The study recommends to implement a comprehensive review of the salary structure for teachers in government-aided secondary schools, develop specialized training programs for science teachers to enhance their effectiveness in various teaching aspects, explore opportunities for cross-training between science and arts teachers and implement targeted performance improvement plans for science teachers based on the identified areas of lower effectiveness.
Social Support Moderates the Stigma of Being a Refugee
(Scientific Research Publishing, 2024) Ronald Bahati; Florence Tutaryebwa; Eriah Kambere; Noel Kansiime; Annah Assiimwe Tibazindwa; Gershom Atukunda
Background: Social support has been documented as playing an important and positive role in the health and well-being of refugees right from escape from their country of origin to their final new settlement. It relates to the experience of being valued, respected, cared about, and loved by others who are present in one’s life. Our study aimed to determine the prevalence of stigma and the association between social support and stigma among African refugees living in Mbarara city, southwestern Uganda. Methods: African refugees who had settled in Mbarara city for at least twelve months before the study totaling 343 were assessed on the prevalence of stigma and the role perceived social support in their daily functioning. Stigma was measured by the Discrimination and Stigma Scale-12 while social support was measured using the Multidimensional Scale of Perceived Social Support (MDSPSS). Using SPSSV26, descriptive statistics were calculated to determine the prevalence of refugee stigma. Linear regression analysis was used to examine the associations between the predictor and outcome variables. Results: Most of the participants 84% (n = 288) reported to have experienced stigma. Of these, 122 (36%) were females and 166 (48%) were males. Results revealed that 56% (n = 193) of the participants reported to have experienced enacted stigma whereas 70% refugees living in urban areas in Uganda. However, a unit increase in the level of social support reduces the level of stigma experienced. We recommend that interventions that improve social support networks of refugees in urban areas to be designed. (n = 239) experienced internalized stigma. There were no significant differences across gender in the experience of stigma (χ2 = 4.006, p = 0.940). Results of the hierarchical linear model showed that social support had a statisically significant negative association with stigma (b = −0.44; 95% CI −0.51 to −0.36). Conclusion: There is a high prevalence of stigma among African
TEACHERS’ ATTITUDE TOWARDS THE INCLUSION OF CHILDREN IN STREET SITUATIONS IN MAINSTREAM EDUCATION IN KAMPALA DISTRICT, CENTRAL UGANDA
(International Journal of Education and Research, 2023) Atuhaire, Annah; Nyaga Kindiki, Jonah; Mugun Boit, John; Chumba, Sammy
The United Nations Sustainable Development Goal number four target five seeks to eliminate all forms of discrimination in education for marginalized groups including children in vulnerable situations like those in street situations. Inclusion of vulnerable children into mainstream education has not been sufficiently studied. This study assessed teachers’ attitudes towards the inclusion of children in street situations in mainstream education. Adopting convergent-parallel mixed method research design. A total of 264 teachers were randomly selected from 40 public primary schools in Kampala district. Additionally, a purposive sampling method was used to select nine children in street situations who had dropped out of school, and five representatives from governmental and non-governmental organizations. The purpose of these selections was to gather insights into teachers' attitudes towards the inclusion of children in street situations into mainstream education. Qualitative data was generated using semi structured interviews and analyzed thematically. Quantitative data was generated using questionnaires and analyzed using descriptive and inferential statistics. This research observed ethical principles and trustworthiness. Quantitative findings revealed that teachers’ attitude (F (3, 259) = 0.807, P > 0.05) was insignificant hence was not a strong predictor for educational inclusion of children in street situations. Qualitative findings revealed that teachers’ attitudes do not anticipate educational access to children in street situations. Also, there were mixed reactions regarding teachers’ attitude as either negative or positive towards engaging learners from the street in the mainstream classroom. The study concluded that teachers’ attitude poorly predicted inclusion of children in street situations in mainstream education and a total of 99.1% of the variation in inclusive education can be explained by other variables or factors other than teachers’ attitude. The study recommended that the Government could provide education accessible to children in streets situations. Additionally, there is need for doing further research to assess the significance of teachers’ attitudes towards the engagement of learners from the streets in schools and classrooms after they have been initiated into inclusive education. The findings are significant to the Government and teachers in planning and policy formulation for inclusivity of children in street situations in accessing equitable quality education for all provided in the mainstream education.
PROGRAM PROGRESSION AND COMPLETION AMONG POSTGRADUATE STUDENTS AT BISHOP STUART UNIVERSITY
(Bishop Stuart University, 2023-06) Twebaze, Richard
This paper was generated from findings of a survey that was done involving postgraduate students and lecturers of Bishop Stuart University to find out the status of course progression and completion among Masters and PhD students. The study sought to establish the factors impacting program progression and completion among postgraduate students at Bishop Stuart University. The data for the study was collected through online questionnaires and interviews with Masters and PhD postgraduate students that were registered between the years 2015 and 2018. The findings indicated that the majority of students spend more than twice the amount of the minimum time allowed for the programs registered for. It was established that after the completion of the first academic year of class work, there is little follow up on the students. As a result, most students graduate well behind schedule while others drop out. Financial constraints were mentioned by students as the main challenge causing delay in program progression and completion. Other key challenges mentioned were the Covid-19 induced lockdown, disagreement between supervisors, personal health challenges and inaccessible or unresponsive supervisors that take a very long time to provide feedback when they are given work for review. Some students also mentioned that they were unable to access most online journals that required a subscription
ASSURING QUALITY IN UGANDAN UNIVERSITIES DURING COVID-19
(Bishop Stuart University, 2023) Kabeba Muriisa, Roberts; Bariyo, Rogers; Mlahagwa, Wendo
The Corona Virus Pandemic sparked a crisis across many sectors of the economy. The virus led to the closure of many sectors including education. In Uganda, the education sector was closed for 22 months leaving many children and schools stranded on how to learn and deliver education services. The higher education sector reacted by introducing online learning. Since to many online learning was a crisis response, the transition was abrupt, thus calling for an investigation into the quality of education offered by universities during COVID-19. We interrogate the learners’ experience with online learning with a view to understanding the extent to which quality standards were maintained. Understanding how the learning experience can lead to improved design of future online programs and avoid the crisis in the education program delivery system. We collected both qualitative and quantitative data using questionnaires sent to students online. A sample was conveniently drawn from students who studied online during COVID-19. The sample consisted of both students undertaking undergraduate and post-graduate training at various levels. Our findings indicated that the majority of students were not well trained to undertake the online program, institutional support was also limited during online training and students indicated that online training can be better delivered if universities provide adequate training to students and invest in infrastructure development
BISHOP STUART UNIVERSITY JOURNAL of DEVELOPMENT, EDUCATION & TECHNOLOGY
(Bishop Stuart University, 2023)
BISHOP STUART UNIVERSITY JOURNAL OF DEVELOPMENT, EDUCATION & TECHNOLOGY
(Bishop Stuart University, 203) Bishop Stuart University
The Corona Virus Pandemic sparked a crisis across many sectors of the economy. The virus led to the closure of many sectors including education. In Uganda, the education sector was closed for 22 months leaving many children and schools stranded on how to learn and deliver education services. The higher education sector reacted by introducing online learning. Since to many online learning was a crisis response, the transition was abrupt, thus calling for an investigation into the quality of education offered by universities during COVID-19. We interrogate the learners’ experience with online learning with a view to understanding the extent to which quality standards were maintained. Understanding how the learning experience can lead to improved design of future online programs and avoid the crisis in the education program delivery system. We collected both qualitative and quantitative data using questionnaires sent to students online. A sample was conveniently drawn from students who studied online during COVID-19. The sample consisted of both students undertaking undergraduate and post-graduate training at various levels. Our findings indicated that the majority of students were not well trained to undertake the online program, institutional support was also limited during online training and students indicated that online training can be better delivered if universities provide adequate training to students and invest in infrastructure development.
Human Resource Development Practices and Job Performance of Academic Staff: A Case of Mbarara University of Science and Technology in South Western Uganda
(G-Card, 2021-01) Judith Arinaitwe; Enock Barigye, PhD; Basil Tibanyendera, PhD
This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.
Effect of School Infrastructure on Pupil Enrolment in Universal Primary Education Schools: A Case of Mbarara City, Uganda
(G-Card, 2021-03) Nasuna, G.; Arinaitwe, J; Barigye, E.; Kyayemagye, F.
This study investigated the relationship between school infrastructure and pupil enrolment among the universal primary education schools in Mbarara City, Uganda. School infrastructure was conceptualized in terms of physical, services and didactic aspects. The study adopted the cross-sectional research design with a sample of 230 from the population of 776 teachers. Data was collected using a self-administered questionnaire and was analysed quantitatively. The study established that much as the schools had adequate infrastructure including appropriate buildings, enough classrooms, desks that enabled comfortable writing, comfortable classroom chairs, appropriate blackboards and classrooms with attractive charts, the UPE schools did not attract the expected number of pupils. Services infrastructure was at a fair level as a lot was still desired in the schools with respect to electricity, provision of drinking water, toilets for boys and girls and school clinics. The libraries were to a less extent spacious. The schools had very limited working computers and other technologies such as television sets and projectors. While physical infrastructure and services infrastructure had a positive and significant relationship with pupils’ enrolment, didactic infrastructure did not have a relationship. It was therefore recommended that leadership in schools under investigation should make effort to entice parents to take pupils to UPE schools. This could be accomplished by improving the quality of school infrastructure. Since the physical and service infrastructures had a significant relationship with the school enrolment, such factors should be improved in order to enable the schools attract the required number of pupils.

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