Kabale University Digital Repository (KAB-DR)

KAB-DR preserves research output from the Kabale University community

 

Communities in KAB-DR

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  • The collections in this Community are comprised of Indigenous Knowledge emanating from communities in the neighborhoods of Kabale University. These are communities in the great Kigezi Region.
  • This community holds students (Graduates) dissertation and Thesis, Staff field reports, Students (undergraduate) study reports
  • The community includes research article publications in journals both local and international, conference papers in proceedings and reports, abstracts and reviews by Kabale University Staff and Students
  • This community archives publications by individual University Staff and Students, Faculty and Departmental Publications (i.e. University Journal, Newsletters, University official publications etc.), groups and Association operating in the University (i.e. Convocation and Staff and Students Association}

Recent Submissions

ItemOpen Access
Adverse Maternal Outcomes and Associated Factors Among Mothers of Advanced Age delivering at a Tertiary Hospital, Southwestern Uganda: A Cross-Sectional Study.
(Kabale University, 2024) Masembe, Sezalio; Migisha, Richard; Turyasingura, Godwin; Aheisibwe, Hillary; Nzabandora, Emmanuel; Lule, John C.
Background Mothers of advanced age, defined as pregnant women aged≥35 years at the time of giving birth, are traditionally known to be associated with increased risks of adverse maternal outcomes. We determined the prevalence of adverse maternal outcomes and associated factors among mothers of advanced age who delivered at Kabale Regional Referral Hospital (KRRH), in Southwestern Uganda. Methods. We conducted a cross-sectional study at the Maternity Ward of KRRH from April to September 2023. We consecutively enrolled pregnant women aged≥35 years during their immediate post-delivery period and before discharge. We obtained data on their socio-demographic, obstetric, and medical characteristics and their maternal outcomes using interviewer-administered questionnaires. We define adverse maternal outcome as any complication sustained by the mother that was related to pregnancy, delivery, and immediate post-partum events (obstructed labor, antepartum hemorrhage, mode of delivery [cesarean or vacuum extraction], postpartum hemorrhage, hypertensive disorders of pregnancy, preterm or postdate pregnancy, anemia, premature rupture of membranes, multiple pregnancy, and maternal death). A participant was considered to have an adverse outcome if they experienced any one of these complications. We identified factors associated with adverse outcomes using modified Poisson regression. Results Out of 417 participants, most were aged 35–37 years (n=206; 49.4%), and had parity≥5 (65.5%). The prevalence of adverse maternal outcomes was 37.6% (n=157, 95%CI: 33.1–42.4%). Common adverse maternal outcomes included caesarian delivery (23%) and obstructed labor (14.4%). Other complications included anemia in pregnancy (4.5%), chorioamnionitis (4.1%), preterm prelabour rupture of membranes (3.9%), and chronic hypertension and preeclampsia (both 2.4%). Factors associated with adverse maternal outcomes were precipitate labor (adjusted prevalence ratio [aPR]=1.95, 95%CI: 1.44–2.65), prolonged labor, lasting>12 h (aPR=2.86, 95%CI: 1.48–3.16), and chronic hypertension (aPR=2.01, 95%CI: 1.34–3.9). Conclusion Approximately two-fifth of the advanced-aged mothers surveyed had adverse outcomes. Mothers with prolonged labor, precipitate labor, and chronic hypertension were more likely to experience adverse outcomes. We recommend the implementation of targeted interventions, emphasizing proper management of labor as well as close monitoring of hypertensive mothers, and those with precipitate or prolonged labor, to mitigate risks of adverse outcomes within this study population.
ItemOpen Access
The Politics of Curriculum Implementation in Africa.
(Kabale University, 2024) Ssempala, Fredrick; Namazzi, Winnifred Birabwa
The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The objectives of the study were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted an approach of methodological inquiry based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity, can be used to navigate the challenges and create an educational ecosystem that empowers individual educators.
ItemOpen Access
Student Gender and Support by Compassion International Influences Achievement Goal Orientation among Adolescents in South-western Uganda.
(Kabale University, 2024) Ndyareeba, Eunice; Zanna, Clay; Biirah, Judith; Kasawo, Henry Kibedi
The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviors toward learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used a parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study. Both Compassion International support beneficiaries and nonbeneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation about gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing the overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance-avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible gender-based discrepancies in achievement goal orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organizations within the educational framework to foster fair and enduring educational outcomes.
ItemOpen Access
External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments.
(Kabale University, 2024) Ndyareeba, Eunice; Biirah, Judith; Kasawo, Henry Kibedi; Zanna, Clay
This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using the Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann- Whitney U test results revealed that parents' income and education level, students' school type, and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions, especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase the adoption of achievement goal orientation that results in self-skill enhancement through targeted and effective educational interventions.
ItemOpen Access
Strategies Used by Rwanda’s Simultaneous Interpreters to Render Cultural-linguistic Aspects in Taboo Expressions.
(Kabale University, 2024) Kateregga, Abubakar; Bizimana, Vital; Rusanganwa, Joseph Appolinary
Interpreting taboo language from and into Kinyarwanda, English, and French can lead to poor quality renderings if a combination of linguistic and cultural factors is unattended to. This study aimed to explore the strategies used by Rwandan interpreters render cultural-linguistic aspects found in taboo expressions from and into Kinyarwanda, English, and French. The paper drew on a set of ‘equivalence theories’ in the field of translation (Baker, 2011; Nida, 2000; Vinay and Darbelnet, 1995), the skopos theory (Basnett & Lefevre, 1990) as well as the bottom-up and top-down models (Hatim and Mason, 1997). Renditions by 20 Rwandan interpreters using the simultaneous mode were recorded, transcribed, coded, and analyzed. The findings revealed that most Rwandan interpreters resorted to the ‘literal strategy’ to render taboo expressions with the effect that the meaning of the source text (ST) sometimes got distorted while translating vulgar and derogatory language, insults, euphemisms, and vulgar proverbs. The findings also revealed that in an attempt to cope with interpreting taboo language, it is not enough to rely on a single strategy, that is to say, interpreters should use a combination of strategies in order to improve the quality of their renditions.