Faculty of Education (FEDU)

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An Assessment of Socio-Economic Factors explaining Pupil Dropout in UPE Schools of Nyabihoko Sub- County, Ntungamo District
(Kabale University, 2020) Abert, Musinguzi
The study established the effects of socio-economic factors on pupils’ dropout in UPE schools in Nyabihoko Sub-county Ntungamo District. It was guided by the following objectives: to establish the effects of family income on pupils’ dropout in UPE schools in Nyabihoko Sub-county, Ntungamo District; to examine the effects of parents’ literacy level on pupils’ dropout in UPE schools in Nyabihoko Sub-county, Ntungamo District; and, to establish the effects of early pregnancy on pupils’ dropout in UPE schools in Nyabihoko Sub-county, Ntungamo District. The study used a cross-sectional survey research design consisting of both qualitative and quantitative approaches of data collection and analysis. The study population consisted of teachers, head teachers, officials in the education department of Ntungamo District and parents who are members of the school management committee and PTA. A sample size of 96 respondents was used. Questionnaires and interviews were used during data collection. Statistical package for social scientists (SPSS) version 23 was used to aid the processing and summarizing of information got from the questionnaires while content analysis was used to analyse quantitative data. Findings revealed that poverty among parents has led to school dropout. It was established that the majority of parents were small-scale farmers and petty traders. Owing to poor economic status, they faced challenges in paying the extra levies that were not catered for by UPE. Their children were forced to stay away from school as they looked for the money. In many cases pupils just dropped out of school. Pupils were also forced by poverty to engage in income generating activities to supplement family income. It was also the opinion of teachers that some parents were negligent and preferred their children to drop out and get involved in coffee harvesting and in extreme cases girls got married when they were still teenagers. It was also found that parents’ level of education had a strong bearing on pupils’ school dropout in that less educated parents did not motivate their children, which discouraged them from aiming higher. The study further confirmed that early pregnancy contributed significantly towards school dropout in UPE schools in that teenage mothers were subjected to psychological torture, stigmatization and isolation made it difficult for them to remain in school. The study recommends that the government and other stakeholders in the education sector should seek to increase the funding for UPE to cater for all the school monitoring requirements in order to cushion pupils from poor economic background from dropping out of school.
Automatic Promotion Policy and Academic Performance in Selected Primary Schools in Kabale Municipality
(Kabale University, 2021) Drake, Kisheija
The study examined the effect of automatic promotion on academic performance in government aided primary schools in Kabale municipality. Specifically, the study investigated the assessment mode for promotion in primary schools, assessed the academic performance indicators in primary schools; and established the relationship between automatic promotion and academic performance in government-aided primary schools in Kabale Municipality. The study used cross sectional survey design supported to collect and analyse both qualitative and quantitative data. A sample size of 252 respondents was selected from a population of 415 study units using purposive and simple random sampling. Descriptive statistics using frequencies, percentages, mean and standard deviation were used to describe the mode of assessment and academic performance performance indicators. Correlation was also used to test for the relationship between automatic promotion and academic performance, while regression was used to predict the effect of automatic promotion on academic performance. The study found that examinations are the key mode of assessing pupils for automatic promotion in Kabale Municipality; final exams and regular take home exercises improve pupils’ academic performance. The study concluded that automatic promotion negatively affects pupils’ academic performance. In recommendation, the Ministry of Education and Sports should consider training teachers in a range of assessment modes since automatic promotion heavily rests on teachers. At district level, there is need to motivate teachers through seminars, workshops, etc., to win their commitment to improving learners’ academic performance.
Board of Governors’ roles and students’ academic Performance in Secondary Schools in Kikagate Sub-County, Isingiro District.
(Kabale University, 2017) Wilson Mukombe, Bagarukayo
The study was about “Board of Governors’ roles and students’ academic performance in Isingiro District. The study was guided by a set of specific objectives which include; To find out whether there is a difference in the level of academic performance across the selected secondary schools in Kikagate Sub-County, To establish the relationship between the Board of Governors’ (BOG) supervisory role and academic performance in Secondary Schools and To examine the relationship between the Board of Governors’ (BOG) budgeting role and academic performance in Secondary Schools. The study employed a cross-sectional survey design where by data was collected from several respondents at one point in time. Out of a target population of 167 respondents, the study used a sample size of 113 respondents. Questionnaires, observation guide, documentary analysis and interview guides were used to collect data from the field. The study employed both Simple Random Sampling and purposive sampling technique. Quantitative data was analyzed using one- way analysis of variance (ANOVA) and Pearson correlation coefficient (r) while qualitative data was analyzed by generating themes from participants’ voices. The study findings indicated that Kamubeizi secondary school performs lower (μ=18.08) than the other schools, while Kyezimbire secondary school performs better (μ=22.18) than the other three secondary schools, followed by Kikagate secondary school (μ=22.11) and Rwamurunga community secondary school (μ=22.07), with students’ scores ranging from 8 (Minimum) to 48 (Maximum) aggregates. The study findings also indicated that board of governors has helped in supervision of the schools’ activities. The study concluded that board of governors has helped in supervision of the schools’ activities which have helped to improve the performance of the students. The study concluded that board of governors has contributed in planning and management of the schools and this has provided a strategic framework within which the school board, the head teacher and staff can monitor, evaluate and improve the nature of the school’s curricular and other provision and the standards achieved by students making efficient use of all the school’s available resources. The study recommended that the Ministry of Education should establish a mandatory training course, conferences, seminars, inductions and workshops for all the Board of Governors to increase their knowledge and skills like financial, human resource management, planning, conceptual, technical skills in efficient management of schools.
Career Guidance and Academic Performance in Secondary Schools in Kisoro District; A case Study of Namirembe and Nyanamo Comprehensive Secondary Schools in Bukimbiri Sub-County.
(Kabale University, 2016) Robert, Mwesigwa
The study investigated the influence of career guidance on academic performance of Secondary School Students in Bukimbiri Sub County, Kisoro district; a case study of Namirembe and Nyanamo Comprehensive Secondary Schools.The study was guided by four objectives namely: to identify the various career guidance programmes initiated in secondary school students in Bukimbiri Sub County; to determine the attitude of secondary students towards career guidance in Bukimbiri Sub County; to examine the ways in which career guidance has influenced academic performance of secondary students in Bukimbiri Sub-County; and to suggest strategies for effective career guidance initiatives for sustainable academic performance of secondary students in Bukimbiri Sub-County, Kisoro district. The study was both qualitative and quantitative in nature. The literature that was reviewed for the study was gathered from different textbooks, manuals, reports, journals and from internet. Both simple random sampling and purposive sampling were used to select a total of 256 respondents respectively for the study. To gather primary data for the study during the field, the researcher used, questionnaire, interview observation guides and focused group discussion guide and the documentary review for secondary data respectively. Data was finally analysed using Microsoft Excel later presented in tables, pie-charts, and graphs.The study findings revealed that the majority of respondents (99%) wereaware of the various career guidance programmes initiated in the study area. It was found out that the majority of respondents (95%) were aware of the various career guidance programmes initiated geared towards improving academic performance in the study area. It was further noted that students’ attitude towards career guidance geared at improving academic performance was positive in the study area. It was found out that 29% of the respondents considered career guidance as a means to help students to broaden their knowledge; skills and abilities; though on the hand sighted irregularities that career guidance was meant for the rich who had the capacity to facilitate their children’s future the way they wished; and that career guidance was irrelevant at schools since it never provided anything new that they would get from their family members and their religious backgrounds. Among the suggestions included the need to review the student support programmes and the need to take the lead in planning and implementation of life programmes. Basing on the study findings, conclusions were made.
Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
(Kabale University, 2015) Anastase, Mvuyekure
This study examined the contribution of distance learning to the quality of teacher education in Rwanda and was conducted to establish whether the teachers' experiences and qualifications, acquired through the distance learning program, adequately led to quality education. The study was guided by three objectives: namely, to investigate the effect of distance learning on the teaching-learning process; to examine the academic relevance of resources used in the distance learning program in Rwanda; and to evaluate whether the graduates from the distance learning program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient education. Concerning the sample and methods used in this study, the simple random sample technique, Questionnaires, interviews, and a documentary study were used. A simple random sample was used to enable each and every individual or case in the entire population to have an equal opportunity to be selected for analysis. Distance Learning Program; intake two, which started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that the students were still following the program and were familiar with it based on the time they had already covered. All of these make them good sources of information about the program. Besides the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali Institute of Education who were appointed to take part in the training, and the head teachers whose teachers are following the program were also involved. In accordance with the number of respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58 respondents. As far as the data collection instruments are concerned, questionnaires were chosen because they are easy to administer and save time. Two types of questions were used: closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of leading questions that required answers like "strongly agree" or "strongly disagree" were also used to get an opinion from the respondents in limited words. Concerning open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers.
Distance Learning and the Quality of teacher Education in Rwanda: A case Study of Byumba.
(Kabale University, 2015) Anastase, Mvuyekure
This study examined the contribution of Distance Learning to the Quality of Teacher Education in Rwanda. The study was conducted to establish whether the teachers, their experiences and qualifications acquired through the Distance Learning Programme adequately led to quality education. The study was guided by three objectives, namely to investigate the effect of Distance Learning on the teaching- learning process; to examine the academic relevance of resources used in Distance Learning Programme in Rwanda; and to evaluate whether the graduates from Distance Learning programme had the skills, knowledge and attitudes required for qualitative, effective and efficient education.Simple random sampling techniques were used and data was collected using questionnaires, interview and documentary review.The distance Learning Programme (second intake) which started in 2011 was chosen for study. The rationale to select this intake was that the students were still following the programme and were familiarized with it regarding the time they had already covered. Besides, the tutors who were assisting the teacher trainees in the programme, the lecturers from Kigali Institute of Education who were appointed to take part in the training and the head teachers whose teachers were following the programme were also involved. In accordance with the number of respondents, the Cochran’s formula of sample size was used and the formula gave a sample size of 58 respondents. Two types of questions were used: Closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes/no. A small number of leading questions that required answers like strongly agree or disagree were also used to get an opinion from the respondents in limited words. Concerning Open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers. The interview also was used as a data collection instrument. The study found that Distance Learning Programme in Rwanda gave rise to effective and efficient outcomes in terms of quality education. This was reflected in the positive change in learners’ performance in class and the national examinations before and after the implementation of the programme. However, the Distance Learning Programme could be improved, and the study suggests that the Ministry of Education should plan and provide in-service Distance Learning Programme to a bigger number of teachers including primary school teachers. It also suggested that Distance Training Centres should be increased in number in order to enable a greater number of beneficiaries to have access to the programme. Lastly, attempts should be made to use Information Communication Technology (ICT) to deliver the Distance Learning Programme
The Effect of Delegation of Responsibilities on Teachers’ Performance in Selected Secondary Schools in Kabale Municipality, Kabale District.
(Kabale University, 2019) Seth, Ahumuza
The purpose of the study was to find out the relationship between delegation of responsibilities and teachers’ performance of selected secondary school teachers in Kabale Municipality. The study was to establish how assignment of responsibilities affects teachers’ performance in selected secondary schools in Kabale Municipality, to assess the effect of power of decision making on teachers’ performance in selected secondary schools in Kabale Municipality and to find out the challenges of delegation of responsibilities in selected secondary schools in Kabale Municipality. The study used cross sectional research design which was supported by both qualitative and quantitative research approaches. The study used a sample size of 142 respondents. Purposive and simple random sampling techniques were used in selecting respondents. Questionnaires, interviews and documentary review were used in data collection. Statistical Package for Social Sciences was used to analysed data where frequency tables were generated to present the findings. From the study, delegation of responsibilities was found to have a greater effect on teachers’ performance in secondary schools in Kabale Municipality. The study established that the greater the activities allocated to the teachers the greater the job satisfaction obtained that leads to improved teachers performance. Teachers are encouraged to do their work well and be creative, get more involved in running the affairs of their schools and work towards perfection. They also develop the willingness to work beyond normal time, putting in more effort and have better attitudes towards their jobs. They feel more involved, have a more sense of belonging, work hard to justify their positions in offices and enjoy work because they feel promoted since they are executing high level roles. They feel trusted and work to their level best for they feel responsible for the activities entrusted to them and they also feel obliged to perform to produce results to prove their worthiness. The study established that power to decision making affect teachers performance because it was revealed that the higher the power to decision making, the higher the job satisfaction because possession of power by teachers influences their job satisfaction making them work hard for improved performance. They get more involved in every day today management of the students affairs, become active as they always want to impress the head teachers and put in more effort since for anything which goes wrong, they have to account for it. The study established that the power to make decisions and execute responsibilities makes teachers work harder towards the development of their respective schools. Teachers have power to control over their environment and their ideas are considered vital in the improvement of their work performance. The study recommended that Head teachers should allocate more activities to teachers through ensuring that there is existence of functioning departments, consideration of expertise in assignment and allocation of activities, giving positions of responsibility to teachers and being flexible in the management of the schools through letting teachers be involved in handling different matters as situations arise. This is because allocation of activities leads to efficiency and effectiveness of teachers in schools hence leading to their job satisfaction.
Effect of Family Socio-Economic status on Student’s Academic Performance in Kanungu Town Council- Kanungu District.
(Kabale University, 2018) Amos Gard, Niwagaba
The study investigated the effect of family socio-economic status on student’s academic performance in Kanungu Town Council- Kanungu District. It was set to; establish the effect of family size on student’s academic performance, determine the effect of parental income on student’s academic performance and establish parental level of education on student’s academic performance. The study used a cross sectional survey design with both qualitative and quantitative approaches. Data was collected using questionnaires and interview guides. A sample size of 533 respondents was considered. These included 304 students, 227 parents and 2 head teachers. Data was entered coded and analyzed using Microsoft excel. The findings revealed that family size makes children fail to access adequate scholastic materials at school. The findings revealed that parental income determines student performance. Several respondents agreed that student from rich families get good education background as compared with students from poor families. The findings indicated that parental level of education influences student academic performance in that highly educated parents guide their student on the importance of being educated. In conclusion, parents are encouraged to produce children whom they can manage to cater for in terms of education and they should get involved in income generating projects so as to improve on their household income in order to meet the related educational costs of their children.
The Effect of Guidance and Counseling Services on Students’ Academic Performance in Selected Secondary Schools in Kajara County, Ntungamo District.
(Kabale University, 2018) Nuncy, Twikirize
This study investigated the effect of guidance and counseling services on students’ academic performance in secondary schools in Kajara County, Ntungamo District. The study employed a cross sectional survey design where qualitative and quantitative paradigms were used. The study was carried out in six Secondary schools in Kajara County, Ntungamo District. Questionnaires and Interview Guides were used in collecting data. From a total population of 1482, the sample size of 306 respondents was generated which included head teachers, parents, teachers and learners in Kajara County. Findings revealed that educational, vocational and personal-social guidance and counseling services were provided in schools through among others attending workshops and seminars, holding group discussions, assisting students in subject choices which resulted into better grades and reduced failures. However, student’s unwillingness to discuss their problems, lack of privacy, lack of funds to sponsor guest speakers and attend seminars were notable challenges hindering guidance and counseling in schools which resulted into low scores, difficulties in students’ adaptation thus leading to low performance. The school Head teachers in secondary schools should put in place counseling office where privacy is made a priority. This will encourage more students to seek counseling services. It was recommended that funds must be allocated in the budget to finance guidance and counseling services, time must be allocated for counseling in the school time table and guidance and counseling rooms be provided to provide privacy in schools.
Effect of one Laptop per Child Policy on academic Performance in Social Studies in Ruhango District, Rwanda.
(Kabale University, 2015) Jean, Libanje Pierre
The project “One Laptop per Child” has been implemented in Rwanda since 2008 to bridge the digital divide between urban and rural and remote communities and also provide solution to the challenges facing Rwanda’s education in addition to improvement in academic performance. The purpose of the study was to evaluate the effect of one laptop per child policy on academic performance in social studies in Ruhango District so as to propose necessary strategies to improve teaching-learning social Studies. The specific objectives were to examine whether the children who used One Laptop per Child in P4-p5 perform better in their Social Studies than those who did not; to investigate challenges faced by teachers in Ruhango primary schools in teaching Social Studies and to suggest solutions and recommendations to the challenges. A survey study was done. The study population was 3,984 and Krejcie & Morgan’s table for determining sample size was used to get the sample size of 351 respondents. Therefore the study was mainly based on data from 351 respondents including 36 teachers of social Studies; 288 P4 and P5 pupils from both Schools using and not using OLPC Laptops; 18 head teachers from both schools using and not using OLPC laptops and 9 Sector Education Officers (SEOs).The researcher adopted both qualitative and quantitative methods of data collection through self- administrated questionnaire, interview guide, interpretations of the results in Social Studies and library search. The findings revealed that in general, schools with OLPC laptops perform better than schools without OLPC laptops. This was because teachers using OLPC in class had access to a greater range of resources to use with their pupils as well as diversify their lessons using the laptops. Among the challenges facing teachers was the time per week allocated to the course which is not enough for pupils in primary schools to cover the content and carry further Research to improve their knowledge in the subject. It was also found out that parents do not assist their children in learning and revising their lessons at home. One major recommendation was that the Ministry of Education should motivate the teachers by improving their lifestyle so that they should fully use their time in improving the teaching-learning process through updated materials and new teaching methods, including the integration of OLPC based learning as this requires extra time.
The Effect of Parents’ Socio-Economic Status on Girl Child Dropout in Selected Primary Schools in Ntungamo Municipality
(Kabale University, 2022) Annah, Turinawe
This study investigated the effect of parents’ socio-economic status on girl child dropout in selected primary schools in Ntungamo Municipality. This was conducted after realizing that there were many Girls in Ntungamo Municipality that had dropped out of school yet they were supposed to be studying. The study was guided by three specific objectives that included; identifying the causes of high girl child dropout in primary schools in Ntungamo Municipality, examining the effects of parents socio-economic status on high girl child dropout rate in primary schools in Ntungamo Municipality and establishing how the school environment influences high girl child dropout rate in Primary Schools in Ntungamo Municipality. A case study research design was adopted by this study. A mixed approach that included qualitative and quantitative approaches was employed. Using questionnaires and interview guide data collection tools, data was collected from 374 respondents that included female pupils, parents, teachers, head teachers and Municipal Education Officer. The collected data was later cross checked for completeness and analyzed with the aid of SPSS (Statistical Package for Social Sciences) computer package to develop frequencies, percentages and standard deviations. Later it was presented in form of tables for interpretation in Microsoft word. The first study objective about the causes of high child dropout in primary schools in Ntungamo Municipality found out that the major identified reason for girl child dropout was family issues such as poverty, beliefs as revealed by 46.6% respondents that were the majority. The second study objective about the effects of parents’ socio-economic status on high girl child dropout rate in primary schools in Ntungamo Municipality revealed that parents’ socio-economic status was not related to high girl child dropout in primary schools. The third study objective about the how the school environment influenced high girl child dropout rate in Primary Schools found out that school environment influenced the academic performance of pupils. The study makes recommendations to the concerned stakeholders including the government of Uganda, parents and girl children in Ntungamo Municipality for example; The government of the Republic of Uganda and other agencies like UNICEF are recommended to allocate girl voices in primaries and in the public so that they are catered for by providing all their required facilities including sanitary items so that they are not stigmatized and discouraged from attending schools.
Electronic Recordkeeping and School Management Processes: A Case of Selected Secondary Schools in Luwero District.
(Kabale University, 2023) Mugisha, David
The study sought to establish the relationship between electronic record keeping and school management processes: A case study of selected secondary schools in Luwero District. The objectives which guided the study were:i) To ascertain the level of e-record keeping usage in selected secondary schools in Luwero District; ii) To examine the management process in selected secondary schools in Luwero District; iii) To establish the relationship between e-record keeping and school management process in selected secondary schools in Luwero District.Methodologically, the study adopted a quantitative and qualitative approach with a correlational research design. Out of 1,000 total populations, 278 respondents were sampled of whom: 267teachers and 11 administrators were randomly and purposively selected and answered the questionnaire interviews. Data was analysed using SPSS version 21.From the study findings, there was a relationship between e-record keeping and school management processes. A chi-square test of significance 579.567/216=2.6831, taking the square of (2.6831)2 = 7.20 indicated that there was 72.0% positive significant relationship between e-record keeping and school management processes of p<.05. (P < 0.000, φ=1.473). The count showed that 98% expected counted was less than 5%. The minimum expected count was .01. The degree of impact as indicated by φ=1.473 implies that e-record keeping has a moderate effect on school management processes. The significant level of P<0.000 implies that school management process depends on e-record keeping and these variables are not independent of each other.The study concludes that there is low level of e-record keeping usage in the school management processes. However, if properly adopted, this can improve the admission process, the storing of students' and teachers' bio-data, examination records, attendance, administrative data, and financial record keeping. Also, it will enhance the management in planning, staffing, monitoring and controlling of management processes in schools.
Examining the Influence of Covid-19 Pandemic on Female Students’ Education in Secondary Schools in Kisoro Municipality, Uganda
(Kabale University, 2022) Hadijah, Nalule
Globally, Covid-19 pandemic has threatened the education of students at all level of study. In Uganda, documented and undocumented reports reveal that female students experienced multiple challenges due to the closure of schools for close to two years from March 2020 to January 2022. The study employed a combination of both quantitative and qualitative approaches. The quantitative approach used was a questionnaire and the qualitative approaches included use of interviews and documentary analysis. To properly understand these challenges, my study used simple random sampling to recruit 228 students and 92 teachers from five selected secondary schools in Kisoro Municipality. Additionally, five head teachers were purposely sampled from the selected secondary schools. The major findings revealed that the closures of schools and other learning institutions have exposed young girls to multiple challenges such as sexual assaults, sexual harassment, early pregnancy, and school dropouts. The study concluded that Covid-19 has been a disaster on the education sector in Uganda. The closure of its international borders was a necessary and important measure to control the disease, but it had the immediate effect of closing down most of the sectors. Consequently, it is realistic to say that education is the hardest hit sector in the Ugandan economy since students spent almost two years without physically appearing in school.
Factors affecting Academic Performance of Primary Schools in Ikumba Subcounty, Kabale District.
(Kabale University, 2013) Christopher, Musinguzi
This study was designed to investigate factors affecting academic performance of primary schools in Ikumba sub-county. Emphasis was put on trying to establish the effect of parents’ provision of scholastic materials, teacher quality and homework on pupils’ academic performance in primary schools in Ikumba sub-county Kabale district. The study employed a cross sectional survey design. It ensured that sub groups within the population were represented proportionally within the sample. The validity and reliability of research instruments was established and data was collected from 186 respondents consisting of 120 pupils, 60 teachers and 6 head teachers using the simple random sampling method. To analyze data chi square goodness of fit (x2) test was used with the aim of establishing the relationship between parents’ provision of scholastic materials, teacher quality, homework and academic performance of pupils in primary schools in Ikumba sub-county. The findings showed the existence of a significant relationship between parents’ provision of scholastic materials, teacher quality, homework and academic performance. On the basis of the findings, the study concluded that If all the parents of Ikumba sub-county provided scholastic materials, the children could perform well because these helped the children acquire knowledge, skills, and make learners ready to learn. Quality teachers did also matter. Committed, competent and knowledgeable teachers produced better learning and pupils benefit a lot from them. Most parents helped pupils in doing homework which was very important for academic performance of children because it improved the children’s weak areas and sharpened their minds. Head teachers should regularly conduct school based continuous professional development courses (CPDs) for teachers in order to maintain and update the quality and competence of teachers. Parents should provide conducive places for pupils to do home work from home in order to help them concentrate and do their homework well.
Factors Influencing Students’ Enrolment and Retention in Sciences at Advanced Level in Secondary Schools in Uganda: A Case of Kabale Municipality Secondary Schools.
(Kabale University, 2023) Akatuhurira, Frank Bindeba
A correlational study was carried out on the factors influencing students' enrolment and retention in sciences at the advanced level in secondary schools in Kabale Municipality, Uganda. The study adopted both quantitative and qualitative approaches, with questionnaires and interview guides as the primary tools for data collection. The study focused on the physical learning environment, students' attitudes towards sciences, and the quality of science teachers, and how these factors influenced students' enrolment and retention in sciences at the ‘A’ level. The findings of the study indicated that the availability of enough apparatus in the laboratories, a cool temperature to encourage learning, and students' social status defined their attitudes towards sciences. Additionally, inadequate professional training affected science teaching. Based on the study's conclusions, the enrolment and retention of students in sciences at the advanced level of secondary schools in Kabale Municipality were influenced by a conducive physical learning environment, students' attitudes towards sciences, and the quality of science teachers. The study recommends addressing acoustic conditions in classrooms, encouraging a cool temperature for learning, providing government aid to secondary schools for infrastructure development, and employing professional science teachers.
Head Teachers’administrative Practices and Students’ Discipline in Selected Secondary Schools in Rushenyi County, Ntungamo District
(Kabale University, 2021) Alex, Muganda Byaruhanga
The study was conducted to examine the Head Teachers’ administrative practices on students’ discipline in selected secondary schools in Rushenyi County, Ntungamo District. Specifically, the study established how the Head Teachers’ use of school rules and regulations influences students’ discipline; assessed the extent to which the Head Teachers’ means of communication influence students’ discipline; established how the Head Teachers’ use of guidance and counselling influences students’ discipline; and, examined how the Head Teachers’ use of students’ council/prefects’ body influences students’ discipline in selected secondary schools. Both descriptive research design and correlational research design were employed. A sample size of 348 participants was recruited for the study. The major findings indicate that Head Teachers’ administrative practices influence students’ discipline by about 57.4%, according to (R Square = .574). Additionally, school rules and regulations, guidance and counselling, and students’ council body had significant influence on students’ discipline while head teachers’ means of communication did not show any significant influence on students’ discipline. In conclusion, Head Teachers’ use of guidance and counselling was found to have influenced students’ discipline the most. The study therefore recommends that the head teachers should adopt proper and timely communication strategies for the enhancement of students’ discipline at the school assembly and reassuring constant feedback and, above all, an open-door policy should be encouraged and use of suggestion boxes and notice boards should be put in use. Also, other administrative practices of Head teachers’ school rules and regulations, Head teachers’ means of communication and Head Teachers’ use of student council should be fully employed by the heads of schools to supplement guidance and counselling such that there is an aggregative mass of effort on students’ discipline. Head teachers should make sure that students get permission before exiting the school premises to stop the tendency to escape.
ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality.
(Kabale University, 2023) Mugabe, Samuel
This study was carried out on ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality. The study adopted a cross-sectional, correlational survey design where data was collected from selected secondary schools and analyzed at once. The population of the study included teachers and directors of studies. The study included a sample of 108 respondents who included 104 respondent teachers and 4 directors of studies (Key Informants). Different data collection instruments and methods were used to collect data respondents in that questionnaires were used to select teachers and interview guide was used to key informants (Director of studies) All the data collected from the respondents were analyzed using Statistical Package for the Social Sciences (SPSS) version 14. The analysis included descriptive analysis using mean and percentages, tables, pie charts, and graphs. Qualitative data was analyzed using thematic analysis where data was arranged into codes and themes. Findings indicate that the Level of ICT use that the level is relatively high. On Teachers’ perception towards ICT integration in the competence-based curriculum, it was strongly agreed that teachers had shown a positive attitude toward ICT integration in the competence based curriculum. On the relationship between teachers’ perception toward ICT integration and ICT infrastructure there was a positive regression. The study recommended that schools need to have adequate and up-to-date ICT infrastructure, including hardware, software, and connectivity; Teachers need to be trained in how to effectively integrate ICT into their teaching practices; Encourage collaboration and sharing of best practices; ICT should be integrated into all subject areas, not just in computer studies or ICT classes; Schools should regularly evaluate the impact of ICT integration on student learning outcomes and Schools need to provide ongoing support to teachers and students to ensure that they are able to use technology effectively. This can include technical support, troubleshooting, and mentoring.
Impact of Continuous Assessment on Pupils’ Academic Performance in Primary Schools in Kabale Municipality, Kabale District
(Kabale University, 2020) Asaph, Aturinzire
The overall objective of the study was to establish the impact of continuous assessment of pupils on academic performance in primary schools in Kabale Municipality. The objectives of the study were: to find out the continuous assessment strategies used by teachers in primary schools in Kabale Municipality; to find out the teachers’ perception of whether pupils exposed to various continuous assessment strategies perform better in the final examination than their counterparts; and, to find out the impact of continuous assessment strategies used by teachers on pupils’ academic performance in primary schools in Kabale Municipality. The study used cross-sectional research design. A sample size of two hundred respondents was used and respondents were selected using simple random and purposive sampling techniques. Questionnaires, interviews and documentary review were used in data collection. Data was presented using frequency tables, graphs and pie charts. The study revealed that a variety of continuous assessment strategies were being used in primary schools. Written tests, take-home assignment, were the most, examinations and take-home commonly used. Findings indicated that in the selected primary schools in Kabale Municipality, written tests were done on weekly basis and half-term. Take-home assignments were done on daily and weekly basis and examination were done termly. In addition, recap exercises were being used weekly, daily and monthly. Continuous assessment was found to affect pupils’ academic performance in primary schools in Kabale Municipality. It was noted that assignments and exercises have a positive relationship with pupils’ academic performance. Furthermore, the study showed that increase in the use of continuous assessment such as assignment and exercises lead to an improvement in pupils’ academic performance. The study showed that continuous assessment strategies were found to have a positive relationship to pupils’ performance in the final examinations. The study recommended that good application of continuous assessment using different strategies would help in moving towards accomplishing learning objectives and restoring greater confidence in the class and school systems.
The Impact of Instructional Supervision Practices on Students’ Academic Performance in Uganda Certificate of Education Examinations in Kamwenge District
(Kabale University, 2017) Herbert, Nzaana
This study investigated the impact of instructional supervision practices on students’ academic performance in Uganda Certificate of Education examinations in selected secondary schools in Kamwenge District. Specific objectives included: to examine the frequency of instructional supervision, to determine the level of students’ performance in Uganda Certificate of Education (UCE) examinations and to establish the relationship between instructional supervision and students performance in Uganda Certificate Education (UCE) examinations in selected secondary schools in Kamwenge district. A total of 277 respondents were sampled from ten selected schools in Kamwenge district and included: teachers, deputy head teachers, head teachers and the District Inspector of schools. Data analysis was done using both Quantitative and qualitative methods. The major findings revealed that the most common forms of supervision in Kamwenge include checking schemes of work, checking teachers’ record of work covered, maintenance of attendance registers and classroom visitation. The research further identified other supervision practices such as staff appraisal and checking lesson plans. The study revealed that the quality of passing was low with majority of students passing in divisions three, four and nine. The low quality of passing was caused by low participation of parents, enrolment of poor grades at senior one, absenteeism of both teachers and learners and low level of supervision by the school administrators. The study showed that instructional supervision practices had a positive relationship with teaching and learning practices. Major recommendations were: need to develop and build a remedial mechanism into the school system, proper staffing of the Directorate of Education Standards, need for increasing teachers’ motivation, regular evaluation of the instructional process, school administration procedure and educational outcomes by the supervisors, need for government to always provide instructional materials and other learning facilities and need to promote capacity development of teachers through intensive and regular seminars/workshops.
Impact of Teachers’ Qualification on Effective Teaching and Learning of Senior Four History Class in Kajara County Ntungamo District
(Kabale University, 2022) Mugoya, Peter
The study examined how teachers’ qualification impact effective teaching and learning of history to senior four students in Kajara County, Ntungamo District.The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection. Interviews, Focus Group Discussions, Documentary analysis and Questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County – Ntungamo District. A sample size of 251 was used. Quantitative data was analyzed with help of statistical package for social sciences (SPSS) while qualitative data was analyzed using content analysis. The major findings revealed that teachers’ use of communication skills facilitates effective teaching and learning of history to senior four students. It was found out that history teachers in the study area are audible, there is effective teacher-student rapport and improved student presentation skills as a result of effective teacher communication. Students attested that teachers’ communication skills have created positive attitude towards learning. Further, it was revealed that teacher’s use of explanation skills facilitates effective teaching and learning of history. Studies showed that teachers have clear history instructions and involve learners in history lesson activities. The study further revealed that teacher’s use of writing skills facilitates effective teaching and learning of history to senior four students. The study established that history teachers normally write to guide students in response to students’ feedback in a simple and clear language. The study concluded that teachers’ qualification has negligible influence on effective teaching and learning of history. Government and other stakeholders should come up with Continuous Teacher Development Programs to raise teachers’ professionalism to patch up the gaps in the teaching of history to senior four students.

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