Faculty of Education (FEDU)

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http://hdl.handle.net/20.500.12493/223

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Effects of the Covid-19 Era on Primary School Management in Kabale Municipality Kabale District.
(Kabale University, 2024) Mpeirwe, Jeshiellah
This study investigated the effects of the COVID-19 era on primary school management in Kabale Municipality, Kabale District, with a focus on instructional modes and their implications. The study aimed to identify the modes of instruction adopted during and after the pandemic, including remote learning and home-based learning, and to assess their effects on pupils' academic progression. Additionally, the study evaluated the influence of these instructional modes on primary school planning in Kabale Municipality.
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Child Abuse and Intention to Dropout Among Secondary School Students in Rubanda District.
(Kabale University, 2024) Ninsiima, Patience
This study explored the link between child abuse and dropout intentions among secondary school students in Rubanda District, Uganda. Despite the introduction of Universal Secondary Education in 2009, dropout rates remain notably high, particularly in rural areas. The research aimed to analyse the prevalence of child abuse across various socio-demographic characteristics of secondary school students, assess dropout intentions based on these characteristics, and investigate the correlation between child abuse and the intention to drop out. The study employed a cross-sectional design with both quantitative and qualitative methods. A sample of 285 respondents was selected from a population of 1100, and 250 respondents participated, resulting in an 89.6% response rate. Data collection involved questionnaires and interviews with students and school administrators. Purposive and simple random sampling techniques were used. Key findings indicated that female students had a higher dropout rate (53.2%) compared to males (46.8%). The age group 11-14 accounted for 54% of dropout cases, while students aged 15-18 and 19 and above had dropout rates of 32% and 14%, respectively. BS3 school had the highest dropout rate (29%). A Pearson correlation coefficient of 0.45 and regression analysis showed a significant positive relationship between child abuse and dropout intentions. A beta coefficient of 0.256 suggested that increased levels of child abuse were associated with higher dropout rates. The study highlighted the need for targeted interventions by educators, policymakers, and community leaders to address and mitigate the impact of child abuse on educational outcomes, ensuring that more students complete secondary school. It concluded that socio-demographic factors, such as gender, age, school environment, marital status, and duration of residence, significantly influenced both child abuse and dropout intentions. Female students, in particular, reported higher rates of abuse and a greater likelihood of dropping out, underscoring the need for gender-specific interventions. The strong positive correlation between child abuse and dropout intentions underlined the importance of addressing abuse in order to improve school retention rates. Efforts to reduce dropout intentions should focus on tackling the root causes of child abuse through educational programs, strict policy enforcement, and victim support systems. Gender-specific services and active community involvement were found critical in creating a safer learning environment. Implementing these recommendations could help reduce child abuse, improve student retention, and enhance overall well-being in Rubanda District. The study reaffirmed that addressing child abuse was crucial to lowering dropout rates.
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Pupil Leadership and Discipline Maintenance Among Pupils’ in Primary Schools of Muko Sub-County Rubanda District.
(Kabale University, 2024) Twegarukemu, Patrick
The study examined pupil leadership and discipline maintenance among pupils in primary schools of Muko Sub County Rubanda District. The problem statement is that despite the role that pupil leadership plays in maintaining discipline among the pupils in primary schools in the Muko sub-county Rubanda district has continued to experience a crisis of pupils' discipline, which is primarily manifested through pupils' violence, avoiding lessons, and escapism from the schools which has affected their academic performance (Education department report Rubanda district, 2022). The objectives of the study were; to examine the effect of pupil leadership on discipline maintenance among pupils of the selected primary schools, to examine the challenges faced in discipline maintenance among pupils’ of the selected primary schools, and to investigate how discipline can be maintained among pupils’ in the selected primary schools. A descriptive study design was used and data was collected using interviews and questionnaires. The results from this study showed that pupil leadership helps in establishing order in the school, encourages self-discipline and accountability, encourages compliance with school rules and cooperation, pupil leadership helps in the promotion of school values, helps pupils organize and engage in positive activities and pupil leadership helps in support for teachers and other staff. In addition, pupils' age and developmental differences, lack of understanding of consequences, home environment and background, inconsistency in applying disciplinary measures, limited resources and support in the school, lack of parental involvement, and negative influences from peers as challenges faced in discipline maintenance among pupils. Provision of clear and consistent rules, ensuring better classroom management, teachers and staff should act as positive role models for the pupils, ensuring parental involvement in the education process, incorporating social and emotional learning programs into the school curriculum to help pupils develop emotional intelligence and implementing anti-bullying programs to create a safe and inclusive environment for all pupils are the measures of discipline maintenance among pupils’ in the selected primary schools that were mentioned. The study recommended that there should be formation of relevant rules to the developmental stage of the pupils for instance, younger pupils need rules that are easy to remember to maintain discipline among pupils in primary schools.
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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
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An Evaluation of Socio-Economic Factors Underlying Pupils’ Dropout in Selected UPE Schools of Southern Division Kabale Municipality Kabale District.
(Kabale University, 2024) Akampurira, Samuel
This study evaluated socio-economic factors underlying pupils' dropout in selected UPE schools in Southern Division, Kabale Municipality, Kabale District. The study aimed to assess the influence of peer pressure, family background, and pupils' characteristics on pupils' dropout rates. The study adopted a descriptive research design and used both qualitative and quantitative approaches. The study population was 100 respondents from which a sample size of 80 respondents including head teachers, teachers, parents, and pupils was obtained using Krejcie and Morgan Table, 1970. Questionnaires and interview schedules were used to collect data. The study found that negative peer pressure, family background, and pupil characteristics, such as academic ability, motivation, behavior, and age, contribute to pupils' dropout. The study recommends interventions to foster positive peer relationships, improve school resources and parental support, and provide additional support to pupils with low academic performance. The findings provide insights for policymakers and education stakeholders to design and implement effective interventions to reduce pupils' dropout rates and promote inclusive and quality education in Uganda.
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Innovative Teaching Strategies and Performance of Agriculture Subject in Uganda’s Secondary Schools: A Case Study of Kabale Municipality.
(Kabale University, 2024) Byomuhangi, Nelson
The aim of this study was to make an evaluation of the effect of innovative teaching Strategies on the performance of Agriculture Subjects in secondary schools in Kabale municipality. The study was descriptive in nature with a blend of both quantitative and qualitative approaches. The study sampled 81 respondents including headteachers, deputy headteachers, teachers from both private and government secondary schools, and 1 education officer. Primary data was collected using a self-administered questionnaire and interview guide while secondary data was collected using documentary review. The major findings indicated that secondary schools that taught agriculture in Kabale municipality taught theoretical lessons using lecture methods whenever it came to class work and for experiments, they had laboratories whereas for the practical part, they had field tours mainly for candidate classes. This was represented by the mean=4.75, std. dev= .434. The study revealed that out of the strategies such as tours and trips, the use of demonstrations in class and transferring theory into practice made the learning of agriculture subjects attractive and interesting for learners. Further, the study revealed that with the use of innovative teaching strategies, there was a positive significant effect on the grades of learners as schools had registered significant performance in the subject that was derived from the learning and teaching using lectures, demonstrations, and field practical work (df= 4, 72, F=10.921, P=.000). The study recommended that Policymakers such as the ministry of education and sports need include the program of innovative teaching strategies on the national curriculum.
Open Access
Youth Involvement in Pornography and Academic Engagement in Selected Secondary Schools in Kabale Municipality.
(Kabale University, 2024) Kanyesigye, Bens Rogers
The study sought to assess youth involvement in pornography and academic engagement in secondary schools in Kabale Municipality, Kabale District. The study set out to specifically identify the different forms of pornography among the youth; assess various sources of pornographic materials; and to establish the relationship between pornography and youth academic engagement. The study employed a cross-sectional research design and later adopted a mixed methods approach (qualitative and quantitative approaches) which was used in examining the characteristics of the population as an approach to identify correlations of the study. Quantitative data was analyzed using SPSS (Statistical Package for Social Scientists version 20.0.) software to obtain the Mean value and Standard Deviation, while qualitative data analysis used a narrative approach. The relationship between pornography and academic engagement was checked using the Pearson (r) correlation co-efficient. The key findings from the study revealed that watching videos of naked persons on computers in the computer lab is the leading form of pornography (M=4.61, SD=.490), while on the sources of pornography, indecent dressing while showing private body parts was considered a major source of pornographic material (M=4.61, SD=.490). On the relationship between pornography use and youths‟ academic engagement, it was found that a positive correlation between the variables exists, indicating that pornography use has a significant effect on youth academic engagement. The study further found out that those adolescent students who encounter explicit materials in the form of images of naked persons, sex videos, and written material, were likely to experience potential addiction, reduced self-control, and cognitive impairment. Social media platforms, internet sources, and private messaging applications were revealed as the primary sources for obtaining pornographic content, together with the widespread use of the internet and smartphones in the area of study, and unrestricted access and absence of proper supervision mechanisms by parents, teachers, and other school administrators on what the youth should watch in the digital era. The intricate relationship between pornography and youth academic engagement was evident in the distractions caused by excessive consumption of pornographic material. This often led to decreased focus on studies due to instant gratification-seeking. Hence the potential influence on their perception of relationships and gender dynamics has resulted in emotional and social challenges that hinder academic engagement and performance. The study concluded that the existing relationship between pornography and youth academic engagement is complex and multi-faceted. Addressing this issue requires comprehensive sex education, media literacy programs, and open dialogues to empower youths of school-going age to make informed choices. This fosters a healthy relationship approach and supports their overall well-being and academic success.
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ICT Usage in School Finance Management of Selected Secondary Schools in Mbarara City.
(Kabale University, 2024) Karamuzi, Beende Richard
There is no enthusiasm about incorporating ICT into core management functions, most especially in financial management, in public secondary schools in Mbarara City. Hence, this study was intended to determine the relationship between ICT Usage and financial management practices in a sample of public secondary schools in Mbarara City. The specific objectives of the study were: i) To assess the ICT usage in selected public secondary schools in Mbarara City; ii) To examine finance management practices in selected public secondary schools in Mbarara City; iii) To establish the relationship between ICT usage and financial management in selected public secondary schools in Mbarara City. In the methodology, the study adopted a quantitative and qualitative approach using a cross-sectional research design, and data was collected from a sample of 108 respondents. The findings established that there was little ICT usage available and in use; there were great issues with the finance management practices regarding the assessment of risks involved in the management of finances and the keeping of records of all expenditures in school. Results showed that a high positive linear correlation was observed at r= +0.735 between ICT Usage and finance management practices among public secondary schools in Mbarara City. The result showed that internet, projector, interactive whiteboard, E-library, computers (with printers), and peripherals: scanners, webcams, digital cameras, and LAN had a significant and positive impact on school finance management practices (B = 1.618, t = 7.868, P < 0.000). For this reason, the null hypothesis was rejected based on the evidence that the p-value was smaller than the significance level, and an alternative hypothesis was supported that there was a significant relationship between ICT Usage and finance management practices in selected public secondary schools in Mbarara City. The study showed that there is a need for ICT Usage in schools and to increase its utilization when installed to boost ICT skills, knowledge, and competence, most especially in school finance management practices. The study recommends that assessment of risks and proper school monthly expenditure should be prioritized through the use of ICT in keeping records which in turn can improve the accuracy and accountability of school funds.
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Guidance and Counselling and Learners’ Discipline in Kasese District: A Case of Selected Government-Aided Secondary Schools in Bukonzo County.
(Kabale University, 2024) Kule, Samson
The management of learners’ discipline in any institution is always associated with the effectiveness of the teacher in charge alongside the guidance and counselling activities carried out. The purpose of this study was to investigate the progress of guidance and counselling as a remedial intervention in managing learners’ discipline in selected Government-aided Secondary Schools in Bukonzo County, Kasese District. The study was guided by three theories that examine the learners’ behaviours and basically how undesirable behaviour can be eliminated: 1. Behavioural Counselling Theory: John D. Krumboltz and Carl E. Thoresen (1969) hypothesized that all behaviours, whether adaptive or maladaptive are learnt, shaped or maintained through stimulus responses. 2. Operant Conditioning Theory: Burrhus F. Skinner (1938) observed that good behaviour is reinforced through rewards while bad behaviour is weakened through punishment. 3. Social Behaviour Theory: Albert Bandura (1966) posited that people learn from one another through observation, imitation and modelling. The study adopted mixed-methods research that incorporated elements of both Qualitative and Quantitative approaches to provide deeper and wider insights into the data evaluation. The study targeted 10 Government-aided Secondary Schools, 10 Headteachers, 10 Deputy Headteachers, 10 Senior Women teachers, 10 Career guidance and counselling heads of the department and 140 Student leaders. To get the sample population, purposive sampling and stratified proportionate random sampling techniques were preferred to select the different categories of respondents. The sample sizes were determined using the RDNEA standard table, Krejcie & Morgan (1970). Data was collected by use of Questionnaires, Interview Guide and Documentary Review. Qualitative data was arranged thematically in line with the research Objectives and Questions whereas Quantitative data was analyzed by use of descriptive statistics like Frequency, Percentages and Mean. The final results were presented using Tables, Pie Charts and Bar Graphs. The study showed that the majority of respondents had positive perceptions towards the role played by guidance and counselling in managing the learners’ discipline. However, a small proportion of respondents reported that their schools had no clear timetables for the guidance and counselling programmes. This clearly showed that guidance and counselling were not fully implemented in all schools. This could have been the reason some secondary schools continued to experience student violence. More so, the study further revealed that guidance and counselling departments in secondary schools were being managed by teachers without special skills in guidance and counselling. The study concluded by recommending that the Government should train teachers in guidance and counselling purposely to manage the learners’ discipline. Policymakers should provide uniform guidance and counselling guidelines concerning discipline management. Parents should get fully involved in the management of their children’s discipline. Student leaders should be fully empowered and always involved in discipline management, budgeting process and decision-making especially when drafting the rules and regulations. Organs that offer counselling services should always be invited to inspire and inculcate appropriate moral education into the learners. Teachers should not only teach for academic purposes but should always cater for the learners’ holistic development. Guidance and counselling programmes must be timetabled and catered for in the general schools’ budgets. The study suggests that further research be carried out in the entire district focusing more on factors like harsh and imposed school rules and regulations, unconducive school environment, poor leadership, lack of co-curricular activities, massification of secondary education, schools’ foundation bodies and other related issues that might be some of the causes of learners’ indiscipline in schools.
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Determinants of Performance in Physical Sciences at Uganda Certificate of Education: A Case Study of Selected Schools in Ntungamo Municipality.
(Kabale University, 2024) Muhindo, Alex
The study assessed the determinants of performance in physical sciences at UCE in selected schools of Ntungamo Municipality, Uganda. The study was guided by two objectives namely: to investigate how learner factors, teacher factors, and school-based factors determine the performance of learners in physical sciences at UCE in Ntungamo municipality and to establish measures that can be put in place to improve the performance of learners in physical sciences at UCE in Ntungamo municipality. The study used a cross-sectional survey research design applying both qualitative and quantitative approaches. From a population of 315 respondents, 190 formed a sample. The questionnaires and interviews were used to collect data. A response rate of 99% was obtained where key findings revealed a significant positive influence of learner factors and school-based factors, while teacher factors had a significant negative influence on the performance of learners in physical science subjects at UCE. Regarding learner factors, it was concluded that changing learners’ attitudes towards physical sciences, improving learners’ interest and their motivation to discuss with friends, consult teachers, and search for more information on the internet would help to improve performance in physical sciences. On teacher factors, there is a need for teachers to be more innovative and try to improvise local materials to teach physical sciences to arouse the interest of the learners, cut down on the costs of buying teaching aids, help the learners to appreciate their local environment in the study of sciences and consequently deepen their understanding of physical sciences in their context. Further, the teachers should also revise their classroom practices in terms of content, context, methodology, and assessment so that they can encourage student participation during content delivery. On school-based factors, it was concluded that there was a need to have well-equipped science laboratories and computer laboratories with internet services to promote the teaching and learning of physical sciences. In addition, proper preparation for examinations needs to be given much attention by exposing learners to a variety of sample examinations. Providing vocational guidance to learners in different fields that are related to physical sciences would improve performance in physical sciences.
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Guidance and Counselling and Learners’ Discipline in Kasese District: A Case of Selected Government-Aided Secondary Schools in Bukonzo County.
(Kabale University, 2024) Kule, Samson
The management of learners’ discipline in any institution is always associated with the effectiveness of the teacher in charge alongside the guidance and counselling activities carried out. The purpose of this study was to investigate the progress of guidance and counselling as a remedial intervention in managing learners’ discipline in selected Government-aided Secondary Schools in Bukonzo County, Kasese District. The study was guided by three theories that examine the learners’ behaviours and basically how undesirable behaviour can be eliminated: 1. Behavioural Counselling Theory: John D. Krumboltz and Carl E. Thoresen (1969) hypothesized that all behaviours, whether adaptive or maladaptive are learnt, shaped or maintained through stimulus responses. 2. Operant Conditioning Theory: Burrhus F. Skinner (1938) observed that good behaviour is reinforced through rewards while bad behaviour is weakened through punishment. 3. Social Behaviour Theory: Albert Bandura (1966) posited that people learn from one another through observation, imitation and modelling. The study adopted mixed-methods research that incorporated elements of both Qualitative and Quantitative approaches to provide deeper and wider insights in the data evaluation. The study targeted 10 Government-aided Secondary Schools, 10 Head teachers, 10 Deputy Headteachers, 10 Senior Women teachers, 10 Career guidance and counselling heads of department and 140 Student leaders. To get the sample population, purposive sampling and stratified proportionate random sampling techniques were preferred to select the different categories of respondents. The sample sizes were determined using the RDNEA standard table, Krejcie & Morgan (1970). Data was collected by use of Questionnaires, Interview Guide and Documentary Review. Qualitative data was arranged thematically in line with the research Objectives and Questions whereas Quantitative data was analyzed by use of descriptive statistics like Frequency, Percentages and Mean. The final results were presented using Tables, Pie Charts and Bar Graphs. The study showed that the majority of respondents had positive perceptions towards the role played by guidance and counselling in managing the learners’ discipline. However, a small proportion of respondents reported that their schools had no clear timetables for the guidance and counselling programmes. This clearly showed that guidance and counselling was not fully implemented in all schools. This could have been the reason some secondary schools continued to experience student violence. More so, the study further revealed that guidance and counselling departments in secondary schools were being managed by teachers without special skills of guidance and counselling. The study concluded by recommending that the Government should train teachers in guidance and counselling purposely to manage the learners’ discipline. Policymakers should provide uniform guidance and counselling guidelines in regard to discipline management. Parents should get fully involved in the management of their children’s discipline. Student leaders should be fully empowered and always involved in discipline management, budgeting process and decision-making especially when drafting the rules and regulations. Organs that offer counselling services should always be invited to inspire and inculcate appropriate moral education into the learners. Teachers should not only teach for academic purposes but should always cater for the learners’ holistic development. Guidance and counselling programmes must be timetabled and catered for in the general schools’ budgets. The study suggests that further research be carried out in the entire district focusing more on factors like harsh and imposed school rules and regulations, unconducive school environment, poor leadership, lack of co-curricular activities, massification of secondary education, schools’ foundation bodies and other related issues that might be some of the causes of learners’ indiscipline in schools.
Open Access
Professional Development Programs and Teacher Effectiveness in Government Aided Secondary Schools in Ibanda Municipality.
(Kabale University, 2023) Mwesigye, Seriano
The aim of the study was to establish the effect of Professional Development Programs (PDPs) on Teacher Effectiveness in selected schools in Ibanda Municipality. The study adopted across-sectional survey design with mixed research approaches of data collection and analysis. The study population included 3 participants from Ibanda municipal education office, 6 headteachers and 122 teachers from Government-Aided Secondary Schools in Ibanda Municipality. Questionnaire and interview guide were used to collect data. Quantitative data was analyzed using statistical package for social sciences (SPSS 20.0) while content analysis was used for the analysis of qualitative data. Among others, the key finding from the study include: school administrators do not usually organize induction workshops for new teachers, no formal Induction program for new teachers in the selected schools, school administrators in Ibanda Municipality did not regularly organize orientation seminars for new teachers, teachers have negative attitudes towards PDPs, the schools lack funds to support teachers undertaking PDPs, and that most PDPs are not properly planned and are not evaluated to ascertain the effectiveness. The study recommends that there should be a policy on professional development programs in secondary schools in Ibanda Municipality by the Ibanda Municipality Education Office. There is need to maintain and improve on teachers’ effectiveness by increasing on their knowledge, skills, and abilities through provision of professional development programs.
Open Access
Learning Environment and Learners Achievement in Mathematics: A Case Study of Selected Secondary Schools in Amolatar District.
(Kabale University, 2023) Kanakulya, Fred
Amolatar district has been struggling with poor performance in Mathematics for several years. The aim of this research is to determine how teacher competence, provision of good quality instructional materials and learners attitude, affect learning achievement in Mathematics among Ordinary level students in selected secondary schools of Amolatar District. With the overall goal of finding the combination of factors that can be targeted to improve performance. The findings showed that, 35% of the learners strongly agreed and 32% agreed to the fact that their teachers ask questions to see if they have understood the lesson content followed by 46% of the learners who strongly agreed that their Mathematics teachers help them in describing the lesson. Finally 39% also strongly agreed that their Mathematics teachers use practical examples on board. The adjusted R-square of 0.886 (88.6%) shows that there is a strong positive relationship between the learners’ scores and the three factors identified above. The study also found out that most of the teachers (47.1%) often use instructional materials when teaching Mathematics. The study concludes that provision of good quality instructional material improves students learning achievement. Therefore, the study recommends vigorous sensitization, seminars and career guidance to the students so as to improve their interest for positive attitude toward Mathematics.
Open Access
School Management Committee and The Implementation of Universal Primary Education in Primary Schools. A Case of Nakaseke Central Constituency, Uganda.
(Kabale University, 2023) Isingoma, Tomson
School management committees appeared not to be effective due to several factors that included some school heads refusing to accept SMC as part of the management system for local schools, SMC members’ ignorance about their monitoring roles, among others. Thus, this study was to establish the relationship between School Management Committee and the implementation of UPE in primary schools Nakaseke Central Constituency, Uganda. Using qualitative and quantitative approach, data was collected from a sample of thirty six participants. The findings were that Consultative roles were the most executed as compared to supervisory/monitoring roles and administrative/ management roles. Also findings showed that the level of UPE implementation is low as measure from the administrative, government and parents’ response rates although the implementation rate of UPE is still demanding as the turn up rate is less than 50%. Significantly, the study concludes that there is a relationship between the roles of SMCs and implementation of UPE in schools in Nakaseke Central Constituency because a positive linear correlation was observed at r= +0.693’. On confirmatory level, this was a high positive significance level. Regression analysis concludes that the roles of SMCs significantly predict UPE implementation, F (1, 31 = 1.546, B = 2.486, t = 4.768, P<0.000). Hence H0 was rejected because the p-value was smaller than the significance level and alternative hypothesis was supported and confirmed that there is a significant relationship between the roles of SMCs and UPE implementation in schools. In conclusion, the study recommends that facilitation and adequate funding should be extended to schools for effective UPE implementation. This is because SMCs luck enough funds even if they want to work. It is therefore important to invest in resource mobilization.
Open Access
Parental Roles in Management of Pupils Discipline in Selected Batwa Community Primary Schools, Kanungu District.
(Kabale University, 2023) Babiriisa, Enos
The main purpose of this study was to assess the role of parents in management of pupils discipline in Batwa community schools in Kanungu district. Although the lack of parental involvement in education affects the Uganda’s education system in general, rural schools such as the schools in the Batwa community in Kanungu district are affected severely. Many of these learners exhibit behavioral problems both in the classroom and on the school premises. Usually, parents are looked at as the first step towards human growth and it is their role to nurture a child into a responsible society member by guidance on how to live with other people, to communicate with others, spiritual support as well as financial support.
Open Access
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.
Open Access
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.
Open Access
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.
Open Access
Teachers’ Attitude and Integration of ICT in the Teaching Process: A Case of Selected Secondary Schools in Sheema District.
(Kabale University, 2023) Asiimwe, Joel Owakubariho
This study was hinged on the investigation of the influence of teachers’ attitude and integration of ICT in the teaching process: a case of selected secondary schools in Sheema District. The study focused on three main objectives: to examine the level of integration of ICT in the teaching process; to find out the challenges of teachers’ attitude on the integration of ICT in teaching process; and to establish the strategies to enhance teachers’ attitude on the integration of ICT in teaching process in selected secondary schools in Sheema district. The study adopted both qualitative and quantitative research approaches with a sample size of 152, which included 12 school administrators (principals) and 140 teachers selected randomly. Data were collected through questionnaires, interview and documentary analysis. Data was analyzed qualitatively and quantitatively. The study discovered that,there was low level of ICT integration in teaching process and also, the challenges of teacher’s attitude were due to incompetence, lack of skills, limited ICT facilities and unease regarding use of ICT. High positive linear correlation was observed at r= +0.907. This was a high positive relationship with P <0.000.This showed there was a positive significant relationship between teachers’ attitude and ICT integration in teaching process. The study then concluded that creation of ICT infrastructure, training of teachers, provision of internet and governmental funding can enhance teachers’ attitude and the level of ICT integration in teaching process in Sheema District.
Open Access
The Influence of Head Teacher’s Leadership Styles on Service Delivery in Secondary Schools in Uganda: A Case Study of Ssembabule District.
(Kabale University, 2023) Adoko, Vincent
The study explored the influence of Head teachers’ leadership styles on service delivery in Secondary schools in Ssembabule district. The study was as a result of education performance and the quality of learning continuing to lag behind in Ssembabule district. The study used Cross- Sectional research design with both qualitative and quantitative approaches. The findings of the study indicates that under bureaucratic leadership, a high proportion of the respondents 24.6% agreed that Head teachers divide labor based on the functional specialization, 85 (35.0%) agreed that their schools have got a well-defined hierarchy of authority, 91 (37.9%) agreed with the statement that Head teachers practiced procedures for dealing with situation. 38.8% of the respondents under transactional leadership agreed that promotion and selection among teachers is based on technical competence that applied in the school. In addition, 40% agreed that Head teachers make clear expectations on what is to be done; this implies that with transactional leadership, school Head teachers have an important role in contributing to school planning and assisting the management of school resources The influence of Affiliative leadership was team building where by 45% of the respondents said that Head teachers does not spend time on team building, the other influence was responsibilities this was evidenced in table 5.0 where by 40% agreed with the statement that Head teachers shay away from their responsibilities and 37.3% also agreed that Head teachers create harmony and build emotional bond among teachers. The study found out that Head teachers’ leadership styles influences service delivery. The study found out that The Head teachers should consider the division of labor and specialization, as well as building well-defined hierarch of authority and taking regular feedback from the teachers and parents in order to improve the quality of service delivery in schools. The study recommended that Head teachers should work on their competences, consider team building, harmony, emotional bond among their teachers, understanding their responsibilities in order to improve on the quality of service delivery in schools.

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