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
Emancipatory Social Work: A Promising Practice to End Elder Abuse in Uganda.
(Kabale University, 2024) Wamara, Charles Kiiza; Mbabazi, Ruth; Hategekimana, Donisian
This article argues that social workers with older people in Uganda need to undertake emancipatory practice to free older people from abuse. It notes that despite the numerous efforts and resources invested in the traditional social work approaches to end elder abuse, it is still rampant throughout the country. The paper further points out the main challenges characterising traditional social work approaches in addressing elder abuse. It finally highlights how social workers can adopt an emancipatory approach to end elder abuse in Uganda.
Family Economic Status and Education Attainment in Selected Secondary Schools Buhara Sub-County Kabale District.
(Kabale University, 2024) Kanyesigye, Evasy
The study was carried out to assess the relationship between family economic status and education attainment among students in selected secondary schools in Buhara Sub-county, Kabale district, Uganda. It was guided by three objectives which included: determining the relationship between parents’ employment status and students’ academic achievement in selected secondary schools in Buhara Sub-County; examining the relationship between parents’ education level and academic attainment among students in selected secondary schools in Buhara SubCounty; and, determining the effects of family income on education attainment among students in selected secondary schools in Buhara Sub-County. It was guided by hypotheses such as There is no significant relationship between employment status and academic achievement among students in selected secondary schools in Buhara Sub-County; There is no significant relationship between parent’s education level and academic attainment among students in selected secondary schools in Buhara Sub-County; and, There is no significant relationship between family income and academic achievement among students in selected secondary schools in Buhara Sub-County. The study used a cross-sectional research design, employing both qualitative and quantitative data collection and analysis methods. Using a purposive and simple random sampling technique, a total of 200 respondents were selected to participate in this study. The study utilized interviews, observation, and questionnaire methods of data collection. Collected data was analyzed using Peason’s product of Correction Coefficient. Key findings revealed that 72.5% of respondents showed a strong positive significant impact between family economic status and students’ academic attainment in Buhara Sub-Cunty, Kabale district. The
study therefore recommends that the government should focus more on employment creation for parents in Buhara Sub-county in order to enhance their incomes which will in the long run improve their economic status positively, and thus positively impact education attainment in
Buhara Sub-County, Kabale District
Analyse des besoins langagiers des étudiants de français sur objectifs spécifiques à l’Université de Kabale.
(Kabale University, 2024) Ayebare, Boniface Martial
Cette recherche a pour objectif l’analyse des besoins langagiers des étudiants de français sur objectifs spécifiques (FOS) de l’Université de Kabale. Elle vise également à proposer des modules et stratégies d’enseignement adaptés à ce public. Un questionnaire semi-structuré a été administré à trente-sept étudiants de français dans deux facultés : l’Institut du Tourisme et la Faculté de génie. Des entretiens ont été menés auprès de trois enseignants de français et cinq professionnels exerçant les métiers y correspondant en ville de Kabale. Ces derniers étaient composés de trois ingénieurs et deux acteurs dans le domaine du tourisme. La littérature relative à l’analyse de besoins et au FOS a été étudiée. Pour vérifier et valider les réponses des étudiants, nous avons également tenu des discussions avec les deux groupes d’étudiants. Les résultants de la présente étude ont révélé que la majorité des étudiants étaient des débutants qui n’avaient jamais appris formellement le français même si la plupart d’entre eux avaient déjà eu des contacts informels avec des francophones. Ils avaient choisi d’apprendre le français en raison de sa pertinence pour leur carrière et l’importance de la langue française tant au niveau régional qu’international. L’étude recommande la conception de modules d’enseignement adaptés à ces groupes, passant par l’analyse approfondie des besoins d’apprentissage. Enfin, l’étude propose la pédagogie de projet comme approche pédagogique adaptée pour les cours de FOS.
Analysis of Factors Influencing Ugandan Teachers’ Expectations of Learners’ Reading Habits.
(Kabale University, 2024) Tukwasibwe, Constance; Cekiso, Mzwamadoda Phillip
Teacher expectations can be understood as a teacher's belief in the ability of their learners to achieve. The importance lies in the fact that they can determine both the level of educational content and how it is delivered. Although teacher expectations have been studied for decades in developed countries, little research has been done in developing countries like Uganda. Subsequently, the current study’s goal is to examine how teachers form expectations about the reading habits of their learners in three schools in Uganda. The study was qualitative in nature and a case study design was followed. A purposively selected sample of 17 teachers was selected based on their expertise as teachers of English. An open-ended questionnaire was administered to the teachers to collect data and thematic analysis was used to analyse data. The results of the study revealed that teachers’ expectations concerning their learners’ reading habits were low and determined by several factors like learners’ frequency of reading prescribed material, learners’ frequency of reading material that is not prescribed, socioeconomic status of learners, and lack of resources and influence of parents’ level of education. The authors recommended that teachers' knowledge of the significance of their expectations in determining their learners' reading practices is significant. This is because teachers are more likely to adjust their expectations on their learners' prospective reading habits if they have this knowledge and awareness.
Mauvaise Culture de la Lecture chez les Etudiants de FLE en Ouganda: Éléments de Réponses.
(Kabale University, 2024) Kateregga, Abubakar
Cet article s’articule autour du problème de la mauvaise culture de la lecture chez les étudiants ougandais de FLE. Il a pour objectif de décrire et d’analyser la situation enseignante de la compétence de lecture. Il explore les causes de mauvaises pratiques de lecture et les méthodologies didactiques qui s’y rapportent. L’étude s’appuie sur le cadre théorique bronckartiste de l’interactionnisme socio-discursif (Bronckart, 1996) selon lequel des lecteurs lisent et comprennent des textes de tout genre en s’appuyant sur les pratiques socioculturelles qui les aident à résoudre des problèmes sociaux dans des écrits. L’article part de l’hypothèse selon laquelle les pratiques médiocres en lecture scolaire sont influencées par deux facteurs majeurs : D’une part, les apprenants ont des objectifs amoindris qui associent l’acte de lire exclusivement à la lecture de notes de cours ne serait-ce que pour réussir aux examens au lieu de lire pour s’amuser, pour se divertir, pour s’informer, pour jouer. D’autre part, les méthodes didactiques utilisées à l’école sont inappropriées dans la mesure où elles produisent des lecteurs « monovalents » au lieu de produire des lecteurs « constructeurs de sens » capables de pratiquer une lecture plurifonctionnelle