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.
For assistance on submitting your research, contact us at researchrepository@bsu.ac.ug
Communities in DSpace
Select a community to browse its collections.
- Activities and actions accomplished or attained successfully.
- Coordinating graduate studies, research, and innovations across the University
- A science-based faculty producing Global innovative practitioners that Africa wants.
- It offers a wide range of study programs leading to the award of certificates, diplomas, degrees (Bachelors, Masters, and Ph.D.)
- The Faculty has a unique heritage and context. It is an integral part of a comprehensive, historical, research-intensive a regionally and globally engaged educational hub.
Recent Submissions
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
Repositories
(BSU Library, 2024) Bahati
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.
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.
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.