Department of Humanities and Performing Arts Collections

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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.
Quality Of Higher Education and Employability of Graduates from Selected Universities In Southwestern Uganda
(BISHOP STUART UNIVERSITY, 2024) MILTON RWIITA NUWABIMPA
The study investigated the relationship between the quality of higher education and the employability of graduates from selected universities in Southwestern Uganda. The research focused on three main objectives: to determine the relationship between quality of curriculum and employability of graduates from selected universities in Southwestern Uganda, the quality of students enrolled in the University and employability, and the quality of teaching and employability of graduates from selected Universities in southwestern Uganda. Using correlational and survey research designs, data were collected through questionnaires and interviews, and analyzed with SPSS version 27 and AMOS version 28 for Structural Equation Modeling (SEM). Findings revealed a strong correlation between quality of curriculum and employability of graduates from selected Universities in Southwestern Uganda (r = .594, p < .01), quality of students and employability of graduates in Southwestern Uganda (r = .589, p < .01), and quality of teaching and employability of graduates from selected Universities in Southwestern Uganda (r = .560, p < .01). The study concluded that modifications in the curriculum directly impact graduate employability, with curriculum enhancements improving employability. Curriculum content was identified as a significant predictor of employability, along with improved teamwork and change management skills. The relevance of academic programs was also crucial. Quality curriculum and academic grades were essential, while quality teaching and assessment improved employability. However, teaching methods were less significant in influencing employability. The study found that 60.7% of graduate employability was explained by the variables in the model: 35.2% by quality of curriculum, 17.7% by Quality of students , and 7.8% by quality of teaching, with 39.3% influenced by other factors. Overall, a positive association exists between the quality of higher education and employability of graduates from selected universities in Southwestern Uganda. xv Recommendations included periodic curriculum reviews involving industries, employers, and other stakeholders, a focus on students’ academic performance, conduct, and mentoring programs, and increased investment in faculty development, infrastructure, and other teaching and learning facilities.
Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District
(East African Journal of Education Studies, 2024-06-11) Musiimenta, Frederick; Balimutajjo, Sudi; Arinaitwe, Judith
The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators.
Project Based Learning and Learner’s Academic Achievement in Physics at Ordinary Level in Government Aided Secondary Schools in Ibanda Municipality2024
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-06-11) Tukakira, Arthur; Aheisibwe, Irene; Asiimire, Donath
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. A cross-sectional design was employed using both quantitative approaches. Simple random sampling technique was applied to select the 412 respondents as response rate. Data collection was collected using questionnaire survey. Data was analysed with Pearson correlation coefficient and multi-linear regression analysis. The study concluded that there is a positive significant weak relationship between Project Based Learning and Academic learners’ achievement. The study recommends that Project Based Learning should highly be emphasized in the new current curriculum so that learners can perform very well especially in science subjects such as physics as well. 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.
The Relationship between Home Learning and Accessibility of Study Materials by Secondary School Students in Ibanda County, Ibanda District Western Uganda
(International Journal of Scientific Research and Engineering Development, 2023) Mugarura, Jimmy; Sudi, Balimuttajjo; Kyayemagye, Florah
The study assessed the effect of home learning on the accessibility of study materials by secondary school students in Ibanda County, Ibanda. It was guided by the following objectives; assessing forms of home learning that were used by secondary school students, determining the level of accessibility of study materials among secondary students, and assessing the relationship between home learning and accessibility of study materials by secondary school students. The descriptive cross-sectional survey design was employed. The population for this study included secondary school teachers, students, headteachers, DEO. Headteachers participated in the study because they were responsible for implementing and monitoring school programs. Quantitative data was analyzed using the computer-based program called Statistical Package for Social Sciences (SPSS). Qualitative data collected was subjected to the inductive data analysis procedure. Results indicated that the majority of the respondents 210 (69.1%) agreed that students are able to easily access the Internet as needed for their studies. The majority of the respondents 218 (71.7%) agreed that students are comfortable communicating electronically through internet. The majority of the respondents 223 (73.4%) agreed that students access newspapers with study content. The findings further indicated that there was a moderate statistically significant relationship between home learning and accessibility of study materials by secondary school students at (P=0.000<0.01, r=0.226). It was concluded that there are different forms of home learning used by secondary school students in Ibanda County, Ibanda District such as internet, deliveries and one to one. It was also concluded that there was effective accessibility of study materials among secondary school students. It was recommended that the government through ministry of education should promote home learning by improving internet facilities, devices for students and teachers, among others.
Remuneration and Performance of Teachers in Government Aided Secondary Schools in Kasese District, Western Uganda
(Bishop Stuart University, 2023) Maali, Chrispo
Worldwide, performance of teachers and the success of schools are dependent on the teachers’ remuneration. However, literature on remuneration that ensures optimal performance of teachers in Uganda especially in government aided schools is lacking. The study was guided by three objectives that examined remuneration of teachers, level of teacher performance and the relationship between remuneration and teachers’ performance in government aided secondary schools in Kasese District. The study adopted a cross-sectional research design with both quantitative and qualitative approaches of data collection and analysis. A post-positivist research paradigm was adopted to cater for mixed methodology approach. A sample size of 25 government aided secondary schools was purposively adopted in which 234 teachers were randomly selected to participate in the study. 18 key educational stakeholders were purposively selected to participate in the qualitative study. Questionnaire survey and interview method were used in data collection. Quantitative data was analyzed using SPSS and presented using both descriptive and inferential statistics while qualitative data was triangulated to back up the quantitative findings. The findings indicate that remuneration was relatively high as indicated by the mean score of 3 which is close to the highest score of 5; performance of teachers is relatively high as indicated by the mean score of 4 which is close to the highest score of 5. Remuneration had a statistically significant positive relationship with performance (r=0.706, p<0.001). The model is of good fit [F (1,200) = 198.574, p<0.001], Remuneration explains 50% of the variations in performance (Adjusted R squared = 0.50). For every unit increase in remuneration score, a participant’s performance on average increases by 0.84 units. (b=0.84: 95%CI, 0.72 to 0.96, p<0.001). On average, a participant’s performance was 12.14. Conclusively, there is a statistical significance between remuneration and performance. Also, from qualitative findings, remuneration influences performance of teachers. Education policy makers, implementers and managers should pay much attention to the remuneration packages. This is hoped to improve teachers’ performance in their preparation to teach, deliver and assess the learners.
Girl-Child Inclusive Mindset Change Education in Uganda
(Journal of Research Innovation and Implications in Education,, 2023) Arinaitwe, Judith; Ahumuza, Arthur
The study aimed to analyze the impact of national curricular design on girl-child inclusive mindset change education in Uganda. The study was guided by two main objectives namely: To discuss the global girl-child inclusive mindset education changes, and to analyze the Ugandan case of girl-child inclusive attitude transformation education programmes. The study was guided by a qualitative research design involving a secondary data review. Review of data followed case study design. Data collection procedures included a review of textbooks, journal articles and government reports. Data analysis was done through categorization of documents that were grouped into subthemes. The findings were that some cultural norms continue to make it difficult for society and parents to support girl-child education in the same way that they do boy-child education. It is recommended that Uganda should create an enabling environment for girls by addressing harmful social norms and financial barriers that prevent girls from accessing education to advance the effects of girls' education towards gender equality.
Implications of Soil Properties on Landslide Occurrence in Kigezi Highlands of South Western Uganda
(IntechOpen, 2022) Nseka, Denis; Kakembio, Vincent; Mugagga, Frank; Semakula, Henry; Opedes, Hosea; Wasswa, Hannington; Ayesiga, Patience
Generally, soil characteristics have a significant influence on landslide occurrence. This issue has, however, not yet been adequately analysed in Kigezi highlands of South Western Uganda. In this study, soil properties such as disper sion, grain size distribution, Atterberg limits, shear strength and clay mineralogy were analysed to establish their contribution to the spatial distribution of landslides in Kigezi highlands. The results demonstrate that deep soil profiles ranging between 2.5 and 7 meters were dominated by clay-pans at a depth between 0.75 and 3 meters. Although the uppermost surface horizons of the soil profile are loamy sand, the clay content is more than 35% especially in the sub soil. This suggests that the soil materials are Vertic in nature. In addition, the upper soil layers predominantly contain quartz, while subsurface horizons have considerable amounts of illite as the dominant clay minerals, ranging from 43–47%. The average liquid limit and plas ticity index was 58.43% and 33.3% respectively. Besides, high average computed weighted plasticity index (28.4%) and expansiveness (38.6%) were obtained. These soil characteristics have great implication on the timing and nature of landslide processes in the study area. A change in soil material due to varying moisture content is thought to be a major trigger of landslides in Kigezi highlands of South Western Uganda. This understanding of soil characteristics is a key step in mitigating landslide hazards in the area
EMPLOYEE RETENTION STRATEGIES AND JOB PERFORMANCE IN ORGANIZATIONS
(American Research Journal of Humanities & Social Science (ARJHSS), 2023) Doreen, Atuhaire
The study was carried out to investigate the extent to which employee retention strategies influenced job performance at Bishop Stuart University in Mbarara district. Three specific objectives were; to establish the influence of job security on employee job performance at Bishop Stuart University, to establish the influence of career development on employee job performance at Bishop Stuart University, and to establish the extent to which reward competitiveness influences job performance of employees at Bishop Stuart University. A cross-sectional study design was adopted in which both quantitative and qualitative data collection tools were used. Data was collected from 96 respondents particularly university managers, teaching staff, administrative and support staff. Descriptive and inferential statistics in terms of correlations and regression analysis were generated. The results showed that job security had a strong positive effect on employee job performance at BSU in Mbarara district (β=0.412). Career development had a moderate positive effect on employee job performance at BSU in Mbarara district (β=0.219). Analysis results also showed that there was a moderate positive effect of rewards competitiveness on employee job performance at BSU in Mbarara district (β =0.262). Basing on the above findings, it can be concluded that employee retention strategies significantly influence job performance at BSU in Mbarara district. To this end therefore, the study recommends the following; permanent contracts, job security policy, regular on-job trainings for all staff, salary enhancement policy, housing facilities for the employees and offering of competitive salaries
The Depictions of Expectation Versus Reality in Noviolet Bulawayo’s We Need New Names
(Bishop Stuart University, 2023) Hellen, Ampeire
In the post-colonial era, Zimbabwe experienced a period of political and economic upheavals with a political regime whose ideology of socialism regimented Zimbabweans under an authoritarian state. In 1999, the opposition to President Mugabe and the ZANU-PF government grew considerably after the mid-1990s in part due to the worsening economic and human rights conditions brought about by the seizure of farmlands owned by white farmers and economic sanctions imposed by the Western countries in response. This economic upheaval was, and is still the cardinal reason why the citizens of Zimbabwe have almost not been a priority in the former regime, leading to their migration to seemingly better-off countries. No Violet Bulawayo is one such Zimbabwean who has left her motherland and now lives in America. In her novel, We Need New Names, she beautifully elaborates how the non-prioritized state of citizens in Zimbabwe is responsible for the huge number of immigrants who have left Zimbabwe and continue to leave, with hope as beautiful as a rainbow high up on their minds that maybe, just maybe, in a land far away from home, life can meaningfully reward their dreams which ironically, their mother country has so painfully failed to help them achieve.
Implications of Land Use and Cover Changes on Upper River Rwizi Macro-Watershed Health in South Western Uganda
(2022) Nseka, Denis; Opedes, Hosea; Mugagga, Frank; Ayesiga, Patience; Semakula, Henry; Wasswa, Hannington; Ologe, Daniel
The upper Rwizi river system in South Western Uganda has been severely degraded due to encroachment and unsustainable resource utilization. Little is, however, known about the link between the upper Rwizi macro-watershed health and land use/cover patterns from the spatiotemporal perspective. This study evalu ated the relationship between spatiotemporal land use/ cover change and upper river Rwizi macro watershed health. Remotely sensed data was used to analyze the spatiotemporal land use and cover distribution for upper Rwizi macro watershed. The analysis was done using Landsat and Sentinel imagery datasets spanning 1990 to 2020 and 2016 to 2021 respectively. Field verification was undertaken to confirm the land use, cover types, and evaluate the implications of prevailing anthropogenic activities on the watershed health. The land use and cover characteristics in the upper Rwizi macro-watershed exhibits both highly spatial and temporal variations. By 1990, grassland as the dominant land use and cover type spanned 45% of the total study area followed by farmland at 30%. Forests, open water and settlements covered 12%, 10% and 3% respectively. Whereas grassland and forest cover has diminished drastically by 64% and 71% respectively, settlements and farmland have increased tremendously by 79% and 50% respectively between 1990 and 2020. The hillslope hydrological characteristics in the watershed are severely hampered due to increased human activities. It is, therefore, recommended that afforestation in the degraded areas be undertaken to restore the watershed health which could improve on hillslope hydrology.
Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda
(2023) Irene, Aheisibwe
The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to
The Relationship between Workload and Teachers Effectiveness in Secondary Schools
(Bishop Stuart University, 2019) Wilber, Nuwaha; Gershom, Atukunda; Florah, Kyayemagye
The study assessed the relationship between teachers’ workload and their effectiveness in secondary schools. A descriptive survey design was adopted for this study to determine the frequency of occurrences of the phenomenon and discover whether or not if there is a relationship that exists between the variables. The target population of this study comprised Head teachers, Deputy Head teachers, Directors of Studies and Teachers in the selected Secondary Schools in Sheema Municipality, Sheema Municipality. The study employed questionnaire, and interviewing. The study used Pearson correlation to determine the level of statistical relationship between workload and teachers’ effectiveness. Results indicate that there is a weak but significant positive correlation between teachers’ workload and their effectiveness in secondary schools (r=0.012, p<0.045). It was found that teachers are always prepared when holding classes. It was concluded that teachers in secondary schools of Sheema Municipality, Sheema Municipality are given other responsibilities apart from teaching. These include; duty supervision, monitoring, some co-curricular activities like drama, football guidance and counseling. It was also concluded that teachers in secondary schools of Sheema Municipality, Sheema Municipality are effective in terms of students’ improvement in discipline, good performance registered in terms of academics. It was also concluded that more workload for teachers affects their effectiveness negatively that is; failure to prepare schemes of work, lesson plans, assess learners, maintain discipline and participate in co-curricular activities. The study recommends that the government should set more innovative guidelines for teacher workload in schools to enable school administrators not to overload the teachers that may result into ineffectiveness.
Job satisfaction and Work Engagement of Teachers in Secondary Schools in Isingiro District
(Bishop Stuart University, 2021) Osiime Asenath, Bamureeba; Sudi, Balimuttajjo
The study was about the relationship between job satisfaction and work engagement of teachers in secondary schools in Isingiro District. The study aimed at examining the degree of job satisfaction of teachers in secondary schools in Isingiro District, determining the levels of teachers‟ engagement in secondary schools in Isingiro District. Literature was thematically generated basing on the main study objectives and in relation to the conceptual frame work. The study adopted cross sectional research design which was descriptive in nature. Both quantitative and qualitative were used to analyse data. From the study findings, teachers were satisfied with their fellow workers. Interpersonal interactions with co-workers created greater meaning in work environment. Individuals derived meaning from the social identities and interactions fostered a sense of belonging. The study concluded that teachers had freedom to choose their own methods of working and good relationship with their immediate supervisors which helped to improve job satisfaction among teachers. The study concluded that teachers in secondary schools in Isingiro District were emotionally engaged with their work which was based on the idea of emotional labour at work, which is the process of regulating one‟s feelings at work. The study concluded that there is a positive relationship between job satisfaction and work engagement of teachers in secondary schools in Isingiro District with Correlation Pearson Coefficient r =.678**p = 0.05. It was recommended that school administrators should organise workshops about job satisfaction to increase their engagement as well as performance, there is need for effective supervision on quality of lesson notes, schemes of work, record of marks, exams and lesson presentations and the Government and the Ministry of Education should provide mandatory policy to all the school head teachers to facilitate job satisfaction of teachers in secondary schools
The Relationship between Welfare and Discipline of Secondary School Students in Sheema District, Uganda
(Bishop Stuart University, 2021) Francis, Kahonda Muhumuza; Enock, Barigye
Discipline of students has been reported to be pivorted on the state of the welfare of students itself across the world(Olszewski-Kubilius & Corwith, 2018). Besides, it is the responsibility of all school stakeholders to ensure an ordered and safe environment where students feel secure and become successful and confident learners and where all members of the school community are treated fairly and with respect (Bates & Bailey, 2018). In Bostwana, the secondary school had their image marred by acts of low students’ discipline. Some students died and other became blind after they broke into the school science laboratory and consumed toxic amount of methanol and ethanol (Kilonzo, 2013). In East Africa, particularly Kenya has faced increased cases of indiscipline (Ngwokabuenui, 2015). Some of the acts of indiscipline experienced in Kenya are truancy, bullying, destruction of school property, physical violence by students on fellow students and on teachers. Until now, poor welfare has continued to be the most contributing factor to low student’s discipline in secondary schools (Justice, 2016). Thus, evidence adduced reveals that the upcoming low discipline of students is a universal problem. In Uganda there are two prominent-categories of school foundations exist; faith based and non faith-based and welfare is at the heart of understanding of the discipline of students in a given institution. Yearly, cases of student indiscipline are reported countrywide in schools of both foundations. From 2010-2016, a wave of student strikes rocked the whole country. Besides, the schools which experienced serious student indiscipline were reported to have issues related to the differences in the status of students’ welfare. The situation above makes it apparent that low discipline is normally sparked off by lack of requisite strategies of managing students. Notably, even the students in the-faith based schools in which high levels of discipline of students were exhibited in the olden days, strikes were reported. Besides, Sheema district experienced violent strikes in secondary schools in 2014 which included burning of dormitories, breaking of windowpanes and wooden doors, hunger strikes among others (Tumuhairwe, 2015). There has been a notable disparity in the discipline of secondary school students in Sheema district (Mugasha, 2013). Widespread strikes in Sheema district led to the closure of secondary schools of which only two schools had not striked indicating that almost all the secondary 3 schools in Sheema district striked. Besides, the strikes left a lot of damages in property; for example, students in schools like Sacred Heart Mushanga caused extensive damages to school property after three arson incidents. A study conducted by Niwamanya (2016) revealed that discipline of students in Sheema district during the period between 2013 and 2014 was very much wanting. Although Parents Teachers Associations meetings were conducted in order to mitigate future strikes, no known study has been conducted to determine the status of welfare and its relationship with discipline of students. Therefore, it is against this background that the researcher investigated how welfare affects discipline among the secondary schools in Sheema district.
Science Teachers’ Remuneration and Their Job Performance among Government Aided Secondary Schools in Mbarara, Uganda
(East African Journal of Management and Business Studies, 2022-03) Florah, Kyayemagye; Gershom, Atukunda; Merab, Nantale
This study sought to investigate on Science Teachers’ remuneration and their Job Performance among Government Aided Secondary Schools in Mbarara District, Uganda. The study employed a descriptive survey research design. The target population was 126 science teachers and head teachers in seven government-aided secondary schools in Mbarara District. The study randomly sampled 96 science teachers and seven Head Masters using Yamens’ formula. A questionnaire and an interview schedule were used as source of data from the field. The study established that parent teachers association (PTA) and Secondary Science and Mathematics training allowances were the most common allowances in schools under investigation. Extra teaching allowances, salary increment, duty allowance and overtime allowances were moderately perceived to exist. Remuneration motivated teachers in carrying out such school activities as to complete syllabus, to promote good performance and quality of teaching and to attend classes regularly. Therefore, the government through the ministry of education should ensure that science teachers are provided with attractive remunerations in order to sustain their motivation toward teaching
The influence of teaching styles on students’ academic performance in secondary schools: A case of Uganda
(Bishop Stuart University, 2020) Lilian, Ruteraho; Enock, Barigye
This study examined the influence of teaching styles on the academic performance of students in secondary schools in Mbarara Municipality. The study adopted a cross sectional survey design which incorporated qualitative and quantitative approaches. The study used a sample of 216 respondents where 70 teachers, 138 students, 3 inspectors and 5 head teachers. Questionnaire survey method was used to gather data from both teachers and students whereas head teachers and inspectors of schools were subjected to in-depth interviews. Quantitative data was analyzed with help of descriptive statistics using SPSS while thematic analysis was used to analyze qualitative data. From the study findings, it was found out that learner centered and teacher centred teaching styles were commonly used in secondary schools of Mbarara Municipality but most importantly learner centred teaching styles were predominantly used. The study found out teaching styles influences the level of mastery of concepts and skills in aspects like communication, research, reporting and self-expression among others. The study recommends that teachers should employ a variety of teaching styles but most preferably learner centred styles need to be emphasized in order to promote student learning. Also, refresher courses among secondary school teachers to equip them with the most current effective teaching styles under tooling and re-tooling programmes. Teachers ought to be mindful when selecting the teaching styles and instructional materials that motivate learners in the teaching learning process

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