Welcome to BSU Institutional Research Repository (BSUIR)

The Bishop Stuart University Institutional Research Repository (BSUIR), managed by the University Library provides digital access to the scholarly, research and creative works of Bishop Stuart University. The collection includes Theses, peer reviewed journal articles, books, conference proceedings, technical reports and more. The repository aims to boost collaboration, innovation, and discoverability of research globally to improve lives.

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Recent Submissions

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Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
(East African Nature & Science Organization, 2024) Alexson Bukenyo Musinguzi; Irene Aheisibwe; Emmanuel Ahabwe
Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self- awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self- awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self- awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home
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Repositories
(BSU Library, 2024) Bahati
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Weighing Fear against Respect in School
(International Journal of Scientific Research and Engineering Development-, 2024) Rugyenga Manzi Gordon; Alice Jossy Kyobutungi Tumwesigye; Laban Erapu
This article seeks to explore the depictions of the relationship between students and school administration in the selected novellas of Barbara Kimenye’smoses series. The Moses series comprises eleven novellas, all of which narrating school life. Two novellas are sampled, namely Moses and Mildred and Moses in Trouble. The data was obtained by close reading of the two selected novellas and results indicate that the relationship is characterised by a mixture of fear and respect. The students respect the deputy headmaster who is qualified and professional but fear the headmaster who is not qualified but takes the title because of being the owner of the school. The relationship between the students and the rest of the staff is more of informal and personal than formal and professional. It is concluded that students respect staff that handles them professionally. The recommendation is that all owners private schools should employ professional experts to head the schools in order to offer technical advice.
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Depictions of School Life in Barbara Kimenye's Moses Series
(BISHOP STUART UNIVERSITY, MBARARA., 2024) Rugyenga Manzi Gordon
The study investigated how school life is depicted in selected texts authored by Barbara Kimenye in her Moses Series namely: Moses; Moses and Mildred; Moses in Trouble and Moses in a Muddle. The study’s justification was that despite the centrality of school life in shaping character and personality in society, little research has been done in this area using Barbara Kimenye’s works. The study’s major objective was to find out how school life is depicted in selected novellas written by Barbara Kimenye and how these depictions are realised in terms of language and style. The two specific objectives were: to explore the dynamics of student characterisation in Barbara Kimenye’s Moses series and to establish the relationship between the students and school administration as represented in Barbara Kimenye’s Moses series; and the implications of these relationships to the running of contemporary schools. The study adopted a qualitative research design in order to explain the character attributes of student characters and how these attributes contribute to their interactions among themselves and the school administration. Data was collected through close reading of the selected texts using selective tools developed or adapted for that purpose. The subject matter of each selected text was analysed using Reader Response Criticism, with the researcher playing the role of the actual reader, to establish the possible interpretation of the texts. The results indicate that Kimenye uses humour and empathy in first person narratology to raise serious issues of student welfare and school administration. The behaviour of the student characters is depicted as troublesome but not overtly violent. The relationship between students and school administration is depicted as unpleasant, judged from the reader’s point of view, with Mr. Karanja as the only model of good professional conduct and practice. Measured against the provisions of Basic Requirements and Minimum Standards, Mukibi’s Educational Institute for the Sons of African Gentlemen is depicted as lacking in most aspects and can be used as a case study of undesirable practices and situations in school. The study recommends that Barbara Kimenye’s Moses Series be included on the schools Literature set books for secondary schools to encourage as many students as possible to read the books so that they can be able to judge the impact of their own behaviour on their learning as well as appreciate the physical, human and learning environments that their schools are able to provide. It also recommends that Moses series be acted out into plays to benefit students who have a poor reading culture, and even those who are out of school.
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Socio-Emotional Learning and Students’ Academic Achievement among O’level Students in Secondary Schools in Kyabugimbi Sub County
(Bishop Stuart University, 2024) Alexson Bukenyo Musinguzi
This study is about the relationship between socioemotional learning and students’ academic achievement among O'level students in secondary schools in Kyabugimbi Sub County. The study sought to examine the relationship between self-awareness and students’ academic achievement, relationship between self-management and students’ academic achievement, relationship between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire whose content validity and reliability were determined prior to the study. Data was analyzed using descriptive statistics, correlation, and regression analyses. The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement, a moderate positive and significant correlation (r=0.519**; p<0.05) between self- management and students’ academic achievement and a strong positive and a moderate positive significant relationship (r=.456**; p<0.05) between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi sub county. The study concludes that socioemotional learning plays a significant role towards the students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. The study recommends policy makers to prioritize self-awareness and self-management programs in schools, integrating socioemotional learning into the school curriculum, training teachers to help students develop self-awareness, self-management and positive interpersonal relations and educating parents on fostering the importance of fostering socioemotional learning needs of their children at home.