Department of Humanities and Performing Arts Collections

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School Practice Quality and Competencies of Secondary School Teacher Trainees in Mbarara City
(Bishop Stuart University, 2025-09) Charles Lwanga Bitarinsha
This study examined the influence of school practice quality on competencies of secondary school teacher trainees in Mbarara City. It was guided by the following specific objectives: (i) to examine the major aspects of the School Practice Quality for the secondary school teacher trainees in Mbarara City, (ii) to establish the major competencies of secondary school teacher trainees in Mbarara City and (iii) to assess the relationship between school practice quality and secondary school teacher trainees in Mbarara City. The study adopted cross-sectional survey design and used mixed method strategy to collect data specifically concurrent triangulation strategy was used. The study population included 950 respondents and samples size was 376 respondents who included School practice coordinators, Teacher Trainees, Faculty Deans, Head teachers, Teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using descriptive statistics, Pearson correlation coefficient and linear regression analysis using SPSS. Qualitative data was analyzed using thematic and content analysis. From the study, it was found that while school practice quality in Mbarara City is generally perceived positively, there are gaps in professional development opportunities, inclusive teaching preparedness, and the consistency of supervision. Addressing these areas can enhance the effectiveness of teacher training and better prepare trainees for real-world teaching challenges. The study demonstrates that secondary school teacher trainees in Mbarara City exhibit strong competencies in subject matter knowledge, pedagogical skills, professional values, and ethical conduct. However, there are weaknesses in lesson planning, instructional material selection, and time management. Addressing these gaps through targeted interventions will enhance their preparedness for effective teaching. The findings suggest that school practice quality has a significant positive relationship with the competencies of secondary school Teacher Trainees in Mbarara City. From the discussion of findings, the researcher recommends enhancing Professional Development and Inclusive Training: Teacher training institutions should integrate structured professional development workshops focused on inclusive education, equipping trainees with skills to handle diverse classrooms, including learners with disabilities and language barriers. The researcher also recommends that institutions should incorporate more classroom-based practical experiences and mentorship programs to help teacher trainees refine their lesson planning, classroom management, and instructional material selection. The researcher recommends the enhancement of School Practice Supervision where institutions should strengthen school practice supervision by increasing the frequency of monitoring and providing continuous professional mentorship to Teacher Trainees to enhance their competency.
Grading Rubrics and Teachers’ Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality
(The Advanced Global Journal of Research, 2025) Naturinda Patience; Rev. Canon. Asaph Kabakyenga,; Dr. Enock Barigye (PhD)
The study examined the relationship between the use of grading rubrics and teachers’ effectiveness in assessment in Lower Secondary Curriculum in Bushenyi-Ishaka Municipality in Bushenyi District. Using a descriptive survey design, both qualitative and quantitative data were collected from 124 students, 26 teachers, 4 headteachers, and 4 directors of studies through questionnaires and interviews. Data were analyzed using descriptive statistics and Pearson correlation. The study established a statistically significant positive relationship between the use of grading rubrics and teachers’ effectiveness in assessment; students’ responses showed a strong correlation (r = 0.654, p = 0.000), while teachers’ responses indicated a moderate correlation (r = 0.544, p = 0.004). The study concluded that consistent use of grading rubrics enhances fairness, transparency, and teachers’ effectiveness in assessment. It therefore recommended continuous teacher training, collaboration to standardize rubric use, and sensitization of students on rubric application. Further research should examine the impact of grading rubrics on students’ academic performance and motivation in the Lower Secondary Curriculum, since this study focused on teachers’ effectiveness in assessment through the use of grading rubrics.
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) 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.
Fees Disparities and Students’ Enrolment Patterns in Rural Private Secondary Schools in Isingiro South County, Isingiro District
(International Journal of Scientific Research and Engineering Development, 2025-09) Agumeneitwe Deus; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The purpose of this study was to examine the relationship between Fees Disparities and student enrolment patterns in rural private secondary schools in Isingiro South County, Isingiro District. this paper was guided by the objective to assess the impact of Fees Disparities on student enrolment trends in rural private secondary schools in Isingiro South County. The study adopted a correlational research design, this design was appropriate because the study sought to establish the relationship between school fee disparities and student enrollment patterns in rural private secondary schools in Isingiro South County without manipulating any variables. The study targeted secondary school head teachers and household heads in Isingiro South County. To collect data, the study used two data collection methods; namely questionnaire survey and interview. The finding of the study revealed the statistical correlation between fees disparities and enrollment trends was weak, qualitative evidence and survey data indicate that affordability remains a central factor in shaping access to private secondary education in rural areas and concluded that fee disparities in rural private secondary schools significantly affect student enrollment, affordability, and perceptions of education quality in Isingiro South County. Although statistical correlations were weak, qualitative evidence highlighted affordability as a key factor in enrollment decisions, confirming that fee disparities contribute to educational inequality and emphasizing the need for policy interventions to improve access and concluded that private schools in Isingiro South County adopt more moderate and flexible fee structures.
Teachers’ Use of Managerial Skills and Learners’ Lesson Engagement In Government-Aided Secondary Schools of Buhweju District
(Bishop Stuart University, 2025-04-16) Asiimwe Moses Bakyene
The study was about teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The purpose of the study was to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. Objectives of the study were to assess the level of teachers’ use of managerial skills in Government-aided secondary schools of Buhweju District, to determine the quality of methods of Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District and to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study adopted a correlational research design. The study population included District inspector of schools, District Education Officer, headteachers and teachers. A sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation check lists as the data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions while Quantitative data from the observations was analyzed using descriptive statistics. Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement (r =0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools and headteachers should organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend to continuous professional development courses, collaborate with administrators to develop a comprehensive policy outlining acceptable quality of methods of Learners’ Lesson engagement.
The Relationship Between Teachers’ Use of Managerial Skills and Class Control in Secondary Schools of Buhweju District
(International Journal of Scientific Research and Engineering Development, 2024-07) Asiimwe Moses Bakyene; Basil Tibanyendera; Barigye Enoch
The study was about teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study adopted a correlational research design. The study population included the District Inspector of Schools, District Education Officer, headteachers, and teachers. The sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation checklists as data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions, while quantitative data from the observations was analyzed using descriptive statistics. The Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and class control (r = 0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools, and headteachers organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers, and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend continuous professional development courses and collaborate with administrators to develop a comprehensive policy outlining acceptable methods of class control.
Teacher Classroom Management Practices and Students’ Discipline in Selected Government Aided Secondary Schools in Mbarara City
(East African Journal of Education Studies, 2025-08-04) Shillah Nyamate; Dr. Basil Tibanyendera,; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction and students’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City
Utilisation of ICT Tools and Teaching and Learning of ICT subject in A-Level Government Secondary Schools of Bukanga North, Isingiro District.
(East African Journal of Education Studies, 2025-09-29) Kanyesigye Stellah; Asaph Kabakyenga; Judith Arinaitwe
The study assessed the utilisation 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 analysed using SPSS version 24. Results revealed that ICT tools such as computers, projectors, and internet connectivity are moderately utilised (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). 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.
Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools : A Cross-sectional Study Kazo district, Uganda
(East African Nature & Science Organization, 2022-07-19) Robert Agume; Enoch Barigye; Dr. Irene Aheisibwe, PhD
Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primaryseven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount
The Transition Challenges : Does Primary Leaving Examination (PLE) Performance influence Secondary school Performance ?
(International Journal of Reserach and Innovation in Social Sciences, 2025-05-15) Rt. Rev. Assoc. Prof. Fred Sheldon Mwesigwa; CPA Boaz Mwesigye; DR. Alice Mwesigwa
Urbanisation and Environmental Management in Newly Created Town Councils in Uganda, a Case of Mbarara District
(Bishop Stuart University, 2024) Byaruhanga Arthur
The study was about Urbanization and Environmental Management in Newly Created Town Councils in Uganda; a case Study of Mbarara District. It was guided by four research objectives. These were to; examine the current trend of Urbanization and environment management in Mbarara district, assess the effect of urbanization on environment management, assess the current laws governing environmental management and identify the challenges experienced in environmental management and suggest possible mechanisms for addressing environmental management gaps in Mbarara District. The study adopted both a descriptive and cross-sectional study designs. Both qualitative and quantitative research approaches were used. The study population consisted of the Chief Administrative Officer, the Deputy and Assistant CAO, Senior Assistant Secretaries, and Parish Chiefs, Political Leadership, the District Councilors, the District Environment Committee Members and the Local Community Members. A sample of 133 respondents was relied on for the study. Both simple random and purposive sampling were used to select the sample. Questionnaires, interview guides and observation checklists were used to collect data. Data was analysed using SPSS version 22.0 and presented using statistical tables. Majority of the respondents (90percent) believed that urbanization has significantly increased, 77percent of respondents observed a notable reduction in green spaces due to urbanization and 78percent of respondents believe that urbanization in Mbarara district is characterized by better infrastructure. Also, 75 percent of the respondents believed that development activities have hurt the environment's value. 72 percent of respondents believe there is a lack of environmental policies and regulations as a significant concern and 48 percent of respondents believe that the National Environmental Action Plan (NEAP) provides a framework for addressing xii environmental management gaps and 75 percent of respondents stated that increasing public education and awareness is crucial in addressing environmental management gaps. The study concluded that the rapid urbanization in newly created town councils in Mbarara District presents both significant challenges and opportunities for environmental management. While urban growth brings economic and social benefits, it also imposes pressures on land use, pollution control, and infrastructure. The study recommended a need to regularly review and update environmental regulations to address the challenges posed by urbanization. Ensure that policies are robust and adaptable to rapid urban growth.
Internet Accessibility and ICT use in Teaching and Learning in Secondary Schools of Sheema District
(Bishop Stuart University, 2024-09) Barekye Barisigara
The study assessed internet accessibility and ICT use in teaching and learning in government aided secondary schools of Sheema District. The study used a cross-sectional research design with both quantitative and qualitative approaches. The study population comprised 12 headteachers, 360 teachers, and 440 students, with a sample size of 268 respondents. Purposive and simple random sampling techniques were used for participant selection. Data were collected through a questionnaire survey for teachers and students and interviews for headteachers. Data analysis involved sorting, coding, and summarizing qualitative data and using Pearson coefficient correlation for quantitative data. The findings showed positive perceptions among students regarding internet accessibility, with an overall mean score of 3.62. Most students reported favorable experiences with internet availability, data sufficiency, internet speed, affordability, and access to electricity at schools. Similarly, a significant majority of participants recognized the benefits of ICT in enhancing teaching and learning, with an overall mean score of 3.70. The study also found a statistically significant correlation (p-value of 0.001, r=0.6) between internet accessibility and ICT use teaching and learning, suggesting that improvements in internet accessibility positively impact the teaching and learning process. In conclusion, students in Sheema District have positive perceptions about internet accessibility, and there is a significant correlation between internet accessibility and ICT use teaching and learning. As recommendations, the government should invest in improving internet connectivity and digital resources for a conducive learning environment, and stakeholders should promote the integration of ICT in teaching methodologies.
Factors Limiting the Adoption of Climate-Resilient Agricultural Practices in and Around Oruchiga Settlement
(East African Nature & Science Organization, 2023) Boris Beinomugisha; Doreen Atwongyeire; Dr. Rebecca M. Kalibwani, PhD
This study was conducted to establish the potential factors limiting the adoption of climate-resilient agricultural practices in and around the Oruchiga settlement. It was a descriptive study employing both qualitative and quantitative approaches for data collection and analysis. Information was gathered from a sample of 322 respondents and other key informants using questionnaires and interviews. Data was analysed using Microsoft EXCEL and SPSS Version 21.0 to generate both descriptive and inferential statistics. The study identified the different climate-resilient agricultural practices used by smallholder farmers including agroforestry, the use of improved crop varieties and livestock breeds, water-smart technologies, soil fertility management, the use of compost and organic pesticides and small- scale irrigation. The study also found that age, family size (labour), size of land, gender, off-farm activities, group membership and access to credit were some of the potential factors limiting the adoption of climate-resilient agricultural practices in the camp. In conclusion, the study confirmed that different climate-resilient agricultural practices are being used by farmers in the area, and these practices have significantly supported food production systems. Despite their great role in agricultural production, the adoption is still constrained by several factors. The study therefore, recommends government to introduce policies that enable farmers to own and cultivate large-scale farms to increase output. Revisiting land policies is paramount if farmers in the area must increase production through adopted climate- resilient agricultural practices. Small-sized land was one of the reasons farmers failed to use recommended practices; therefore, increasing production per unit area through opening new arable land areas would mean that farmers have enough space to try new technologies/practices. The study also recommends that the government 1) consider the farmers’ willingness and factors impeding their practice before introducing climate-resilient agricultural practices; 2) create awareness among the farmers about the overall benefits and challenges of climate-resilient agricultural practices; 3) integrate newly introduced practices with farmer-friendly indigenous practices; and 4) follow down-top approach and include farmers in any decision-making processes.
Clinical Supervision and Teachers’ Use of Instructional Materials in Government-aided Primary Schools of Ntungamo Municipality
(Bishop Stuart University, 2024-09) Muramuzi Benson Robert
This study examined how Clinical Supervision affects Teacher’s use of Instructional Materials in the Government-aided Primary Schools of Ntungamo Municipality. The main purpose of the study was to establish the relationship between the amount of clinical supervision received by teachers and their use of instructional materials in government-aided primary schools of Ntungamo Municipality. This study was guided by three objectives: (i) To examine the rate at which clinical supervision is received by teachers in the government-aided primary schools of Ntungamo Municipality (ii)To assess the level of use of instructional materials by teachers in the government-aided primary schools of Ntungamo Municipality( iii) To establish the relationship between the rate at which clinical supervision is received by teachers and their level of use of instructional materials in the government- aided primary schools of Ntungamo Municipality. The study employed a Cross-sectional Research Design, where both quantitative and qualitative approaches were used at the same time. The purpose of this type of investigation was to validate the findings generated by each method through the evidence generated by the other. The researcher used questionnaire and interview methods to collect data from respondents. The study population comprised of Teachers, Headteachers, Coordinating Centre Tutor, Municipal Education Officer and Municipal Inspector of Schools. The researcher used purposive and stratified sampling methods. The data collection tools used consisted of a self- administered Questionnaire and Interview Guide. The study reveals that school supervisors were actively involved in supervision. The study also found that teachers were more inclined towards use of traditional print material such as textbooks, but rarely used electronic media. The correlation analysis, conducted using Pearson’s Correlation Coefficient, indicated a positive but weak relationship between the amount of clinical supervision received by teachers and their level of use of instructional materials (r=0.217, P<0.05). It was concluded that Clinical Supervision is essential for maintaining instructional quality and supporting teacher professional development. Use of instructional materials was also seen to cater for diverse needs of learners. Clinical Supervision was seen to have an influence on teachers’ use of Instructional Materials. It was recommended that clear guidelines for conducting Clinical Supervision be given to school supervisors and teachers receive more guidance on using instructional materials. The study also recommended that there should be regular sessions between supervisors and teachers regarding the use of instructional materials to help the participants identify areas for improvement. The study further suggested that research should be done to examine the effectiveness of different types of visual aids in various educational settings.
Student Leadership Quality and the Discipline of Students in Mbarara City North Secondary Schools
(Bishop Stuart University, 2024-09) Paul Byamugisha
he study assesses the impact of student leadership quality on the discipline of students of Mbarara City North secondary schools. The objectives of the study included: assessing the quality of student leadership in secondary schools in Mbarara City North, determining the levels of discipline of students in these secondary schools, and then examining the relationship between student leadership quality and the discipline of students in these secondary schools. The researcher used cross-sectional research design, in which both quantitative and qualitative approaches were used. The area of study was Mbarara City North particularly in three divisions, namely: Kakiika, Kamukuzi and Biharwe. The population of the study comprised of head teachers, prefects and students from the six randomly selected schools in which a sample of 296 respondents was considered. The study employed both simple random and purposive sampling techniques. The methods of data collection were majorly survey, interviews and focus group discussions; and these used questionnaires and interviews as tools of data collection. The study followed the basic ethical considerations through a rightful procedure universally accepted by the university. Moreover, a community engagement and Covid-19 mitigation plans were well laid and followed. The study findings on the assessment of the quality of student leadership in Mbarara City North secondary schools resulted into a mean score of 4.202 which is close to the maximum score of 5, implying a high quality of leadership. This is supported by some of the responses from the interviews. “Student leaders in this school are really very serious and of good quality” the head teacher of School B said. The study findings on determining the levels of discipline resulted in a mean score of 4.16 which implies a high level of discipline. This is supported by some responses from some of the student leaders. “Our fellow students have good discipline in general” the head boy of School E said. The association between the quality of students’ leadership and students’ discipline in Mbarara City North secondary schools showed a correlation coefficient of 0.547 which indicated a moderate score showing a very high positive relationship between the two. Conclusions of the study point to a high quality of leadership among student leaders of Mbarara City North secondary schools. Secondly, the study findings point to good discipline among the students. Finally, the study findings show a significant relationship between student leadership quality and the discipline of students in Mbarara City North secondary schools. The researcher made some recommendations. On Objective one, the researcher recommended school administrators to continue developing leadership skills among the student leaders. On Objective Two, different stakeholders were recommended to improve on the discipline of students.
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 Relationship Between Hybrid Learning and Students’ Achievement During Pre and Post Covid-19 in Sheema Municipality
(International Journal of Scientific Research and Engineering Development, 2024-05-03) Annet Asiimwe,; Barugahare Jotham Tumwine,; Tutegyereize Jean
This study was about the impact of hybrid learning on student achievement in secondary schools in Sheema Municipality, Uganda, before and after the COVID-19 pandemic. It sought to determine the extent of hybrid learning adoption, evaluate student achievement levels, and examine the relationship between the two. Employing a descriptive cross-sectional survey design, data was collected from 399 respondents (head teachers, teachers, and students) using questionnaires and interview guides. Findings revealed the widespread adoption of blended learning approaches utilizing online platforms like Google Classroom and Zoom alongside traditional classroom sessions. These approaches often included recorded lessons, online platforms, and face-to-face interactions. It was revealed that there was a positive perception of student achievement within a hybrid learning environment, as evidenced by survey results highlighting improved attendance, participation, and performance in assessments (mean score of 3.61). Furthermore, a strong positive correlation (Pearson Correlation 0.971, p < 0.001) was found between hybrid learning implementation and student achievement. In conclusion the study demonstrates that hybrid learning models, incorporating online platforms and in-person sessions, can ensure continuous learning and foster positive student achievement. It was recommended that teachers should actively explore engaging online instructional strategies that promote collaboration and active learning.
Home Learning and Accessibility of study materials by Secondary School Students in Ibanda County, Ibanda District
(Bishop Stuart University, 2024) Jimmy Mugarura
The study evaluated the impact of domestic learning on the openness of study materials by auxiliary school understudies in Ibanda Province, Ibanda. It was guided by the taking after destinations; surveying shapes of domestic learning that were utilized by auxiliary school understudies, deciding the level of openness of study materials among auxiliary understudies, and surveying the relationship between domestic learning and openness of think about materials by auxiliary school understudies. The clear cross-sectional overview plan was utilized. The populace for this think about included auxiliary school instructors, understudies, headteachers, DEO. Headteachers taken part within the think about since they were mindful for actualizing and checking school programs. Quantitative information was analyzed utilizing the computer-based program called Measurable Bundle for Social Sciences (SPSS). Subjective information collected was subjected to the inductive information examination method. Comes about shown that the larger part of the respondents 210 (69.1%) concurred that understudies are able to effortlessly get to the Web. The lion's share of the respondents 218 (71.7%) concurred that understudies are comfortable communicating electronically through web. The lion's share of the respondents 223 (73.4%) concurred that understudies get to daily papers with study substance. The discoveries encourage demonstrated that there was a direct factually noteworthy relationship between domestic learning and availability of study materials by auxiliary school understudies at (P=0.000) compelling availability of study materials among auxiliary school understudies. It was prescribed that the government through service of instruction ought to advance domestic learning by making strides web offices, gadgets for understudies and instructors, among others.
The Quality of Student Leadership in Secondary Schools in Mbarara City North
(East African Journal of Education Studies, 2024) Paul Byamugisha; Twebaze Richard; Anne Otwine Tweheyo
The study assessed the quality of student leadership in secondary schools in Mbarara city north. A cross-sectional research design was adopted using mixed methods. The findings reveal conflict resolution, team work, and communication skills as approaches used by student leaders to manage discipline in Mbarara city secondary schools. The study concludes that student leaders are very influential in managing discipline. The study recommends constant engagement between management of schools and student leaders for effective discipline management among learners.
Community Involvement and Protection of Girl Child against Sexual Abuse: A case of Selected Primary Schools in Mbarara City South
(Bishop Stuart University, 2024) Karetwa Michael Kahigiriza
The study was about Community Involvement and Protection of the Girl Child against Sexual Abuse: A Case Study of Selected Primary Schools in Mbarara City South. The study aims to identify different forms of girl child sexual abuse in Mbarara City South, explore different ways of community involvement in the protection of the girl child against sexual abuse, and establish the relationship between community involvement and protection of the girl child against sexual abuse in Mbarara City South. The study used cross-sectional research design. The study targets headteachers, PTA members, teachers, community leaders, and pupils, with a total of 180 respondents. The study findings examined the various forms of girl child sexual abuse in Mbarara City South, the study reveals alarming instances of physical abuse, overt exposure to sexual content in schools, verbal abuse, exploitation, grooming, and even cases of human trafficking. The gravity of these findings underscores the immediate need for targeted interventions, emphasizing the importance of early recognition, community vigilance, and comprehensive strategies to address both online and offline abuse. The findings highlight crucial strategies for community involvement in protecting girl children against sexual abuse. Education and awareness campaigns, financial and material support to schools, community watch programs, guidance and counseling for teachers, and evaluation and improvement initiatives emerge as key components of an effective community-based approach. These strategies collectively contribute to creating a supportive environment, fostering awareness, and encouraging active participation in initiatives aimed at preventing and addressing girl child sexual abuse. The study concludes that community involvement plays a crucial role in protecting the girl child against sexual abuse in Mbarara City South. The findings demonstrate a moderately strong positive correlation between community engagement and initiatives aimed at safeguarding girls, emphasizing the need for heightened awareness, education, and mobilization efforts. Recommendations include developing strategies to enhance community engagement by addressing identified gaps, such as targeted communication campaigns, community forums, and incentives to encourage active participation in initiatives related to girl child protection. Empowering community leaders through capacity-building programs is also recommended to equip them with the knowledge and skills necessary to lead and support community-wide efforts against girl child sexual abuse.

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