Kabale University Digital Repository (KAB-DR)
KAB-DR preserves research output from the Kabale University community
Communities in KAB-DR
Select a community to browse its collections.
- The collections in this Community are comprised of Indigenous Knowledge emanating from communities in the neighborhoods of Kabale University. These are communities in the great Kigezi Region.
- This community holds students (Graduates) dissertation and Thesis, Staff field reports, Students (undergraduate) study reports
- The community includes research article publications in journals both local and international, conference papers in proceedings and reports, abstracts and reviews by Kabale University Staff and Students
- This community archives publications by individual University Staff and Students, Faculty and Departmental Publications (i.e. University Journal, Newsletters, University official publications etc.), groups and Association operating in the University (i.e. Convocation and Staff and Students Association}
Recent Submissions
Impediments to the Development of Kiswahili in the Education Sector in Uganda
(Journal of the Institute of Kiswahili Studies, 2024) Agume, Innocent; Ogechi, Nathan Oyori; Majariwa, David
This study explores the challenges facing the growth of the Kiswahili language in the Ugandan education system. Despite noticeable efforts by the government, the development of Kiswahili through the education system still faces various obstacles. Data was collected from policymakers, coordinators, and language policy implementers, who were purposively selected. Data was analysed using a qualitative approach. Based on a thematic analysis of data, it was established that the growth and development of the Kiswahili language in Uganda, through the education system is still low. This is due to a lack of political will, the absence of effective strategies for implementing language policy regarding Kiswahili, the non-deployment of available Kiswahili teachers, and the inadequacy of materials and resources for teaching and learning Kiswahili. Similarly, ethnolinguistic rivalries have derailed efforts towards Kiswahili development in the education sector. Suggested practical strategies to address these challenges include: strong political will, adequate supply of Kiswahili teaching materials, as well as recruitment and deployment of more Kiswahili teachers. Additionally, tackling negative attitudes and conducting further research on language perceptions will enhance its acceptance and development. These findings are important for policymakers in guiding the formulation of necessary policies that will impact Kiswahili teaching and usage in Uganda.
A state-of-the-art review on the modeling and probabilistic approaches to analysis of power systems integrated with distributed energy resources.
(Ain Shams Engineering Journal, 2024) Wanjoli, Paul; Abbasya, Nabil H.; Moustafa, Mohamed M. Zakaria
Modern power systems are shifting toward decarbonization and incorporation of distributed energy resources (DERs) to replace fossil fuel generators. Although promising, DERs introduce uncertainty because of their intermittent nature. This study provides a comprehensive survey of current approaches for modeling system uncertainties and methods of analysis, particularly in the context of static voltage stability studies within modern power systems. Emphasis is placed on evaluating various models applied to different system random variables (RVs), focusing on their suitability for those particular RVs. Additionally, the study examines the characteristics and frameworks of prominent probabilistic methods (PM), evaluates their efficacy, and discusses static voltage stability analysis approaches, emphasizing solution structures and appropriate applications. It concludes by thoroughly reviewing both numerical and analytical PM methods and offering insights into their strengths and limitations. The provided comprehensive survey reveals that, considering system uncertainties, voltage stability studies have gained the most share, followed by small-signal stability studies, whereas the frequency stability studies have gained the least share.
Instructional materials and pupils’ reading skills in primary schools in Serere town council, eastern Uganda.
(International Journal of Research in Education Humanities and Commerce, 2025) Edoru, John Michael; Ijangu, Dinah.
This article focuses on the use of Institutional Materials (I.M.S) as a strategy for developing the reading skills in pupils in primary schools. Serere Town Council, Serere District in Eastern Uganda was taken as a case study. As a third world country, Uganda is faced with challenges in the area of education which have had a direct impact on the literacy level of learners. Being a country of diverse cultures, learners are taught in a language (English) which is not their mother tongue. The socio-economic challenges, particularly of having little or no parental support, as well as the challenges of educators who are not proficient in English as a medium of instruction, and large class sizes contribute to the low literacy levels. The study main objective was to establish whether the availability and use of I.M.S could improve reading skills among primary school pupils. The study revealed that I.M.S when properly utilized in the teaching of reading skills makes it easier for the leaner to excel in academic performance at all levels of education. I.M.S therefore, are of great importance for the teaching and learning of reading in primary schools especially at lower levels of education. The researchers therefore recommend that Primary school teachers should embrace the use of I.M.S, to develop the reading skills of pupils in primary schools.
A new combined analytical–numerical probabilistic method for assessing the impact of DERs on the voltage stability of bulk power systems
(Energy reports, 2024) Wanjoli, Paul; Moustafa, Mohamed M. Zakaria; Abbasy, Nabil H.
The integration of distributed energy resources (DERs) and unpredictable loads has increased uncertainty in power systems. Traditional methods struggle to assess performance under these uncertainties, and existing probabilistic methods face challenges with complexity and accuracy. This paper introduces a new combined analytical–numerical probabilistic method to assess the impact of DERs on voltage stability. Using Bayesian Parameter Estimation (BPE), the method derives the analytical properties of random variables (RVs) associated with DERs and loads, obtaining posterior distributions. The Metropolis–Hastings sampling technique then estimates these posteriors numerically, enabling accurate predictions of DERs and load outputs. Voltage stability analysis was performed using the continuation power flow method and validated on the IEEE 59- bus test system in MATLAB/Simulink. The results show that integrating DERs significantly improves voltage stability. The proposed method outperforms the Monte Carlo simulation (MCS)-based method in accuracy and computational speed, increasing DERs penetration and voltage stability limits by 3%. It closely matches MCS voltage estimates but requires fewer iterations (500 per loading increment) compared to MCS’s 1000, leading to faster computation times (a few hours to one day versus up to three days for MCS). This method provides an efficient solution for managing uncertainties in power systems.
Teacher reward challenges and student academic performance in selected secondary schools in Luwero district.
(International Journal of Research in Education Humanities and Commerce, 2025) Auk, Timothy; Sekiwu, Denis; Edoru, John Michael
Poor academic performance remains a major challenge in Luwero District, mainly attributed to a disproportionality in teacher reward systems. Thus, this study was intended to explore how teacher reward challenges, affect student academic performance in selected secondary schools in Luwero District. Using the descriptive research design, data was collected from a sample of 108 participants. The findings were that the teachers and administrators enrolled, showed that teacher reward challenges like meager payment 77.3%, rewards not on merit 63.9%, no recognition 66.0%, inadequate funding for teachers reward 85.6, poor management of teacher reward systems 76.3% and salary delay 84.5% influences student academic performance. The current teacher reward systems may indicate that these challenges continues to have a significant impact on student academic performance. Interventions targeting teacher reward systems, particularly on monetary and non-monetary reward, non-delayed salaries, no meager payment, recognition aspects, are vital.