Department of Mathematics

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Effects Of Teachers’ Welfare On The Students’ Academic Performance In Mathematics In Secondary Schools Of Kween District.
(Busitema University, 2023) Cherop Grace
Teacher performance is a vital process that aids in the achievement of school goals and objectives, while also benefiting the teachers themselves. This research aimed to explore the impact of teacher welfare on student achievement in mathematics in Kween District’s secondary schools. The research employed a cross-sectional survey design, using both quantitative and qualitative methods for data collection and analysis. Data was collected through interviews and structured questionnaires. The sample consisted of 40 teachers from 4 secondary schools in Kween District, selected at random. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed thematically. The findings revealed a strong correlation between the welfare of mathematics teachers and their performance, which subsequently influenced student achievement in mathematics. The attitudes' of school leaders were also found to significantly affect teacher welfare in Kween District’s secondary schools. The study recommends that,s government should implement strategies to improve staff accommodation, provide adequate facilities for teacher satisfaction, and ensure the availability of balanced meals and medical services for teachers. The provision of educational resources such as desks, seating facilities, teaching materials, appreciation for the work done and infrastructure was also emphasized. Additionally, it was suggested that there is need for school leaders and stakeholders to provide allowances and improve working conditions for teachers, thereby enhancing job satisfaction and motivation.
Challenges Faced By Mathematics Teachers In Assessing And Evaluating The New Lower Secondary Curriculum. A Case Study In Tororo District.
(Busitema University, 2023) Chebet Gilbert
This report presents the results of study of challenges faced by teachers of mathematics in assessing and evaluating the new lower secondary curriculum in Tororo District. In February 2020, The New Lower Secondary School Curriculum (NLSC) commenced with Senior One and was implemented in stages. Regarding data gathering and analysis, this study adopts a quantitative methodology. Data was collected using a self-mode questionnaire. This research was carried out were 30 participants were sampled. The findings show that: Majority 16 (53.5%) out of 30 respondents reported that they had challenges when assessing and evaluating the new lower secondary curriculum. In terms of school challenges, results show that: 53% had inadequate training meaning that they have not yet attended seminars, workshops and mathematics conferences, 80% didn’t have effective collaboration between themselves for example sharing of work regarding the new curriculum, 87% reported that the schools lack infrastructure to accommodate all the learners, 85% don’t use technology and 70% reported about the inadequate resources while assessing and evaluating the new curriculum. The study found that teachers had a big challenge in the new curriculum, also the study suggested that the school administrators and the Government should provide training to the teachers, provide more infrastructure and resources and to provide teachers with the use of technology in assessing and evaluating the new lower secondary curriculum.
Low Enrollment Of Girls In Advanced Level Mathematics Classes In Tororo District
(Busitema University, 2024) Khatete Sam
This study investigates the factors contributing to the low enrollment of the girl child in the advanced level in Mathematics classes in Tororo District in Eastern Uganda. Addressing the problem is crucial in order to reduce gender disparities in STEM fields and also increase the percentage of female students in the available career opportunities. Despite the efforts to promote gender equality, Tororo District has a persistent gender gap inthe enrollment of the girl child in the advanced level specifically in the Mathematics classes. However, the findings are based on three specific objectives such as; To identify the causes of low enrollment of girls in advanced level mathematics, to evaluate current interventions and policies by Government, to propose solutions to increase girls’ enrollment. The methodologies used in overcoming the challenge include; surveys, interviews, and focus group discussions with students, teachers, parents and other education stakeholders. Cultural norms and stereotypes, societal expectations and limited visibility of women in Mathematics fields were identified as key factors. A significant portion (60%) of the respondents noted the absence of extracurricular programs promoting awareness about advanced mathematics for girls. The low enrollment of girls in advanced mathematics is essential for gender equality and empowering young women particularly in Tororo District.
Application of computational fluid dynamics in the study of agricultural direct solar dryers
(Busitema University, 2024) Kobusinge, Sarah
This study explored the application of Computational Fluid Dynamics (CFD ) in investigating the efficiency and airflow patterns of three different agricultural solar dryers. The dryers analyzed include trapezium, rectangular prism, and triangular prism top shaped designs. The primary objective was to optimize airflow uniformity and temperature distribution, which are critical factors for improving drying efficiency and product quality. CFD simulations were conducted using COMSOL Multiphysics version 6.2, with models based on the Navier-Stokes equations for fluid flow and the energy equation for heat transfer. The results identified the third design, that is, Triangular Prism geometry top shaped, as the most effective dryer design in terms of drying uniformity and efficiency, thus providing valuable insights for improving post-harvest handling and reducing food losses. The study concluded that the trapezium design offers the best performance in terms of uniform drying and energy efficiency. The practical implication of these findings is the potential reduction of post-harvest losses by improving drying technologies in agriculture. The triangular-shaped dryer provides a cleaner, more efficient drying process, promoting food preservation and supporting the sustainability of small-scale farmers in developing regions. This contributes to food security and climate change mitigation by reducing dependence on traditional, fossil-fuel-powered drying methods.
Influence Of Extra Lessons On The Performance Of Learners In Mathematics In Secondary Schools: Caseofsoroti Municipal Secondary Schools
(Busitema University, 2024) Byanyima Winnie
We use the Hierarchical Linear Model to analyze the current state of extracurricular tutoring time for secondary school students and its impact on academic performance using UNEB data from SOROTI district in UGANDA. The study discovered that the effect of extracurricular tutoring time on academic performance is a non-linear relationship that initially declines and then increases, indicating that subject-specific tutoring has a threshold effect. When tutoring time exceeds a certain threshold, academic performance improves qualitatively. However, when mathematics tutoring time exceeds a certain threshold, the gap in mathematics scores between students from different family backgrounds widens, resulting in educational inequality. The effect of school curriculum time on student achievement is a non-linear relationship that begins with an increase and then declines. When compared to off-campus tutoring time, in-school curriculum time can more effectively improve on student academic performance.
Application of Computational Fluid Dynamics Technique in Food Value addition: A Case of Cake Baking using Cassava Flour.
(Busitema University, 2024) Nekesa, Diana
Cassava flour cake baking entails changes in temperature, moisture content and volume, which are closely linked aspects in the heat and mass transfer phenomena that take place during the baking process. This process of baking is often faced with challenges related to texture and structure. Computational Fluid Dynamics is therefore utilized in this study to determine the temperature and moisture content profiles during cake baking using cassava flour in dough formation. A mathematical model was applied in the baking process and solved using CFD technique employing the Finite Element Method (FEM) so as to optimize baking conditions, that is baking temperature, time and moisture content. Using COMSOL Multiphysics software (version 6.2), simulation results showed that as the oven temperature and temperature within the dough increase, moisture content reduces. Additionally, results also reveal that the temperature distribution within the dough increases with baking time. This study established an optimal baking time of 45 minutes at a temperature of 453K leaving a moisture content of 0.24KgKg. Moreover, simulated results were in agreement with those in different studies on baking using wheat flour. Based on the findings, we recommend the adoption of CFD simulations in standardizing cassava cake baking and integrating value added ingredients for improved nutritional value to give cassava a much bigger market value.
Application of computational fluid dynamics in the study of agricultural direct solar dryers.
(Busitema University, 2024) Kobusinge, Sarah
This study explored the application of Computational Fluid Dynamics (CFD) in investigating the efficiency and airflow patterns of three different agricultural solar dryers. The dryers analyzed include trapezium, rectangular prism, and triangular prism top shaped designs. The primary objective was to optimize airflow uniformity and temperature distribution, which are critical factors for improving drying efficiency and product quality. CFD simulations were conducted using COMSOL Multiphysics version 6.2, with models based on the Navier-Stokes equations for fluid flow and the energy equation for heat transfer. The results identified the third design, that is, Triangular Prism geometry top shaped, as the most effective dryer design in terms of drying uniformity and efficiency, thus providing valuable insights for improving post-harvest handling and reducing food losses. The study concluded that the trapezium design offers the best performance in terms of uniform drying and energy efficiency. The practical implication of these findings is the potential reduction of post-harvest losses by improving drying technologies in agriculture. The triangular-shaped dryer provides a cleaner, more efficient drying process, promoting food preservation and supporting the sustainability of small-scale farmers in developing regions. This contributes to food security and climate change mitigation by reducing dependence on traditional, fossil-fuel-powered drying methods.
The Effects Of Blended Learning Of Stem Courses At Higher Institutions Of Learning. A Case Study At Faculty Of Science And Education, Nagongera Campus
(Busitema University, 2024) Sande, Patrick
Students study STEM courses at higher institutions of learning. One method of teaching STEM course is through blended learning. It is where learners are passively given the materials on online and traditional face to face. It is used globally and it enables students to study both online and face to face. Blended learning was introduced at Busitema University in 2019; however it was fully implemented in 2020 during the covid-19 pandemic lockdown, where all modes of teaching were shifted online following covid-19 guidelines by the ministry of health. This investigates the effects of blended learning of STEM courses at higher institutions of learning. Regarding data gathering and analysis, this adopts a quantitative methodology. Data was collected using a self- made questionnaire. This study sampled 65 students in their second and third years. The findings show that; 16(45%) lack knowledge in video conferencing systems for example zoom, Moodle and Google classroom. 21(50%) had no personal computers and 10(48%) could not open even a website link on their own. 18(66.7%) were relying on traditional face – to – face learning. The results indicate that blended learning is an effective way to improve institutional students’ performance compared to traditional face to face learning. Additionally, these findings highlight valuable recommendation for future research and practices related to effective blended learning.
The Impact Of Covid-19 Disease On The Performance Of Teaching And Learning Of Mathematics In Secondary School Level: A Case Of Tororo Girls School
(Busitema University, 2024) Outa, Andrew
The purpose of this research was to examine the impact of the COVID-19 disease on the performance in mathematics in secondary schools in Tororo District. Tororo Girls’ School was selected for this study. Analytical survey research design was applied in this investigation. 125 respondents were selected at random for the research. These included students, teachers and a Headteacher. Information was collected with the use of the Promotional Mathematics Performance Score Sheet (PMPSS). Results revealed that students' performance in mathematics was very high before the COVID-19 disease but dropped drastically during the pandemic and slightly improved after the pandemic. There was a significant difference in students' performance in mathematics before and during the COVID-19 disease but there was no such difference in performance during and after the outbreak. In addition, there was no obvious difference in performance between the gender during the pandemic. The study recommended among others that Mathematics teachers should work harder in instructional delivery and also employ diagnostic and remedial instructional strategy to improve the performance of students which has been negatively impacted by the COVID-19 disease. KEY WORDS: COVID-19 disease; Performance; Online; Pandemic; Teaching; Learning.
Factors Influencing The Attitude Of Secondary School Students Towards The Study Of Mathematics In Nagongera Town Council In Tororo District
(Busitema University, 2024) Khalayi, Catherine
This study investigated the factors affecting secondary school students' attitudes towards mathematics in Nagongera, Tororo district, Uganda. A cross-sectional survey of 120 students revealed that background environment, parental involvement, and learning styles significantly impact students' attitudes. The findings show that students' attitudes directly influence their mathematics performance. Parental encouragement fosters a positive attitude towards mathematics. The study recommends organizing seminars and workshops to promote positive attitudes towards mathematics. However, further research is needed to explore other influencing factors, such as gender bias, to address the existing gap in research
The Influence Of School Environment In The Teaching And Learning Process Of Mathematics In Selected Schools In Busia District, Uganda
(Busitema University, 2024) Onyanga, Raymond
The study was to examine the influence of school environment in the teaching and learning process of mathematics in selected secondary schools in Busia District, Uganda. The study employed both qualitative and quantitative approaches with questionnaires being the main instrument of data collection in addition to interview guide and document review. The data collected was analyzed using descriptive statistics. Results from the study showed that adequacy of physical facilities like enough classrooms and scholastic materials like text books improve student's academic achievement in mathematics. It was concluded that the presence of human resources like electricity had a significant influence on the students' academic achievement in mathematics. The study recommended school administrators to properly and appropriately plan for available human resources and scholastic materials in secondary schools. Rewards need to be more pronounced and given enough awareness so as to enable students comprehend them better.
The Impact Of Blended Learning Technique On The Performance Of Students In Mathematics At Nagongera Campus, Busitema University
(Busitema University, 2024) Chebet, Sandra
Blended learning, which combines traditional face-to-face instruction with online learning, has gained popularity in recent years as a means of enhancing student performance in various disciplines. This report examined the impact of blended learning on the performance of students in mathematics courses at Nagongera campus, Busitema University. Busitema University is a public university in Uganda, with its main campus located in Busitema and several other campuses, including Nagongera. The university offers a variety of programs, including mathematics courses, which are critical for students pursuing degrees in science, technology, engineering, and mathematics (STEM) fields The implementation of blended learning in mathematics courses at Nagongera campus involved a combination of traditional classroom instruction and online learning activities. The online component includes the use of learning management systems (LMS), educational videos, interactive quizzes, and discussion forums. This approach allows students to learn at their own pace and engage in collaborative learning activities. The study examined the impact of blended learning on student performance by comparing the grades of students who participated in blended learning courses with those who took traditional face-to-face courses. The study also analyzes the factors that contribute to the success of blended learning, such as student engagement, motivation, and satisfaction. The study found that students who participated in blended learning courses performed better than those who took traditional face-to-face courses. The results suggest that blended learning provides students with more opportunities to engage with the course material, review difficult concepts, and receive feedback on their progress. Moreover, the study found that blended learning increased student motivation and satisfaction, leading to higher levels of engagement and participation. Despite the benefits of blended learning, the study identified several challenges that need to be addressed to ensure its success. These challenges include: Limited access to technology: Some students may not have access to the necessary technology to participate in online learning activities. Lack of technical skills: Some students may lack the necessary technical skills to navigate the online learning environment. Limited internet connectivity: Limited internet connectivity in some areas may hinder students’ ability to access online resources. Time management: Balancing the demands of online and face-to-face learning activities can be challenging for some students. Inadequate training for instructors: Instructors may require training on how to design and deliver effective blended learning courses. To maximize the impact of blended learning on student performance in mathematics courses at Nagongera campus, Busitema University, the following recommendations were suggested: Provide students with access to technology and training on how to use it effectively. Develop online resources that are accessible and user-friendly for all students. Ensure that instructors receive adequate training on how to design and deliver effective blended learning courses. Encourage collaboration between instructors and students to promote active learning and engagement. Monitor and evaluate the effectiveness of blended learning regularly to ensure continuous improvement.
The Influence Of Digital Resources In The Teaching And Learning Of Mathematics Within The Competence Based Curriculum In Chemwania High School Located In Kween District, Eastern Uganda
(Busitema University, 2025) Arapcherotich Kenneth
The use of digital resources is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a word that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. it has become more common for the students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for the sustainability, technology, and education should collaborate. The study investigated how students felt about using digital resources to teach mathematics. This study employed a case study design and was qualitative in nature. The technology acceptance Model was employed as the theoretical frame work which explains how to encourage users to accept and utilize new digital resources or technologies. Twenty second – year mathematics students who were specifically chosen to be information – rich participants Ade pool. Data were collected using semi - structured interviews. The collected data was analyzed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they learning mathematics using tools.
Enhancing student learning through video feedback and structured reflection.
(The University of Sydney, 2025) Murphy, Thomas J.; Scarratt, Liam R. J.; Black, Jeffrey; Naeyaert, Pierre; Matovu, Henry
Formative assessment plays a critical role in promoting learning by providing students with timely, actionable insights into their performance (Hattie & Timperley, 2007). Developing feedback literacy, i.e. the ability to understand, interpret, and use feedback, is essential to fostering self-regulated learning (Carless & Boud, 2018; Nicol & Mackfarlane-Dick, 2006). Yet, many students struggle to act on feedback meaningfully, often engaging with it superficially, particularly in the context of automatically marked online MCQ quizzes (Henderson et al., 2019). To address this challenge, this study evaluates a formative feedback and reflection cycle for asynchronous online MCQ quizzes in a first-year chemistry course, designed to enhance students’ feedback literacy and learning outcomes. Following an incorrect response, students watch a concise, instructor recorded lightboard video explaining the underlying misconception, complete a structured reflection, and then attempt a similar question. The study assesses the impact of this cycle on student performance and, through a thematic analysis of their reflections, investigates how students engage with the feedback. We will also examine student perceptions of the intervention’s usefulness to provide practical guidance for educators. Keywords: Video feedback, Formative Feedback, student engagement, Artefact analysis
The effectiveness of students' mathematics performance in mixed secondary schools in Manafwa town council.
(Busitema University, 2026) Wanambwa, Mathias
The aim of this study was to assess the effectiveness of the academic performance of students in Mathematics in a mixed secondary school in Manafwa Town Council, Uganda, Certificate of Education (UCE) exams. The study was comparative in terms of students' performance in mathematics in selected mixed secondary schools in the geographical area. The study aimed at finding out the factors affecting Mathematics academic performance in day secondary schools, the factors affecting Mathematics academic achievement of boarding school students in mixed secondary schools and the strategies that can enhance Mathematics academic achievement amongst day and boarding students in mixed secondary schools. The method of the study was cross sectional research with the combination of quantitative and qualitative research methods. The study comprised of 180 respondents as a sample size, students were selected using simple random sampling method whereas Directors of studies and teachers were selected using purposive sampling method. Qualitative data was examined descriptive statistics, percentages and frequencies whereas a thematic approach was used to evaluate quantitative data. The results show that encouraging group discussions, teaching extra lessons, regular assessments, provision of adequate study materials and delivering guidance and counselling services can be of great valve to shoot up students ‘performance in mathematics. The further shows that students' in boarding sections achieved good performance in Mathematics as they have got enough academic support, good monitoring and supervision, and enough study time whereas students' in day sections encountered problems such as limited study time, lack of academic support, and limited access to learning materials which resulted in poor performance in Mathematics. The study found that effective academic support systems and conducive learning environment are important in the enhancement of students' academic performance in Mathematics. It advised that schools should allocate extra Mathematics lessons for the students, have proper learning materials, encourage group conversations, do proper evaluations, make Mathematics guidance and counselling stronger, and engage parents in supporting students' learning to improve students' academic performance in Mathematics for students in mixed secondary schools.
Effect of social economic status on students’ performance in advanced level among selected schools in Bududa district.
(Busitema University, 2026) Khawanga, Geofrey
The aim of study was to investigate the effect of social economic status on students’ performance in mathematics at Advanced Level among the selected schools in Bududa district. The objectives of the study were to assess the relationship between parental income levels and students’ performance in advanced mathematics, examine the influence of parents’ education level on students’ performance of mathematics at advanced level, assess how home learning environment affects students’ achievement in mathematics and analyze the relationship between access to learning materials and academic performance in mathematics The study employed a descriptive cross sectional research design using both quantitative and qualitative approaches. Data was collected from 155 students and 30 mathematics teachers from selected secondary schools in Bududa district. Questionnaires, interviews and review of academic records were used during data collection. Quantitative data was analyzed using frequencies, percentages and tables while qualitative was analyzed thematically The findings revealed that socio-economic status has a significant influence on students’ performance in mathematics in that 80 percent of students from economically stable homes achieved principal passes compared to a low pass rate among students from families of low income. The study also established that parental income, parents’ educational level, home leaning conditions and availability of learning materials highly affect students’ performance The study concluded that socio-economic factors play an important role in determining students’ performance in advanced level mathematics. It recommended more support for students from disadvantaged backgrounds through provision of learning materials, financial aid programmers and improved school programmes.
Factors associated with high poverty rate among households : a case study of Bungokho sub-county in Mbale district.
(Busitema University, 2026) Walunyofu, Jude
Poverty remains a persistent development challenge in rural Uganda, particularly in agricultural-dependent communities like Bungokho Sub-County in Mbale District. Despite national poverty reduction efforts, localized evidence on the specific determinants of household poverty in this area is limited. This study investigated the socio-demographic and socio-economic factors associated with household poverty in Maako and Nalondo villages of Bungokho Sub-County. The study employed a cross-sectional analytical research design using a quantitative approach. A sample of 119 household heads was selected using a two-stage sampling procedure (purposive selection of villages and simple random sampling of households). Data were collected using a structured questionnaire and analyzed using Stata Version 18. Descriptive statistics, Chi-square tests, multiple linear regression, and binary logistic regression were used to analyze the data. The findings revealed a high poverty rate, with 66.10% of sampled households classified as poor. The average monthly household income was 401,260 UGX. Bivariate analysis showed that the presence of Savings and Credit Cooperative Organizations (SACCOs) Significantly associated with poverty status (p=0.004). Multivariate analysis indicated that tertiary education (p=0.004) and access to SACCOs (p=0.000) were significant positive predictors of monthly household income. Furthermore, households with heads in government employment had significantly higher odds of being non-poor (OR=2.969, p=0.044) compared to those in the private sector. House ownership (OR=1.68, p=0.051), access to SACCOs (OR=1.585, p=0.060), and smaller household sizes (OR=1.31, p=0.060) were near-significant predictors of escaping poverty. The study concludes that financial inclusion through SACCOs, stable formal employment, asset accumulation (housing), and manageable household sizes are critical in reducing poverty in Bungokho Sub-County. It is recommended that local authorities promote the formation and capacity building of SACCOs, develop affordable housing initiatives, support vocational training for self-employment, and target social protection programs toward large, vulnerable households.
ICT Integration Challenges in Mathematics Teaching under the New Lower Secondary Curriculum in Bungokho South, Mbale District.
(Busitema University, 2026) Nagudi, Jalia
This study investigated the challenges mathematics teachers face while integrating ICT into the teaching and learning of mathematics under the New Lower Secondary Curriculum (NLSC) framework in Bungokho South, Mbale District. The study was conducted across five sampled secondary schools, comprising three government schools, one government-aided school, and one privately sponsored institution. The primary objective was to evaluate the operational realities, infrastructure gaps, and human factors influencing technology adoption in the mathematics classroom. The specific objectives guiding the investigation were: to assess the availability and accessibility of ICT resources for mathematics instruction; to evaluate mathematics teachers’ current levels of ICT competence and the nature of the professional training received under the New Lower Secondary Curriculum framework; to examine the infrastructural and administrative bottlenecks hindering technology deployment; and to propose practical, context-appropriate strategies to enhance ICT integration. Adopting a descriptive survey research design, the study blended quantitative and qualitative data collection methodologies to capture a holistic picture of the classroom environment. Field data was obtained from a target sample of 25 school actors, including 15 mathematics teachers, 5 ICT coordinators, and 5 headteachers, utilizing structured questionnaires, semi-structured interview guides, and observation checklists. Quantitative metrics were processed using descriptive statistical tools (frequencies and percentages), while qualitative insights were synthesized through thematic analysis. The empirical findings revealed that while functional computer laboratories are physically present in the institutions, authentic classroom integration remains severely constrained. The dominant systemic barriers identified include an acute shortage of digital devices relative to large student populations, poor or entirely absent internet connectivity, inadequate teacher training regarding pedagogical technology integration, and volatile power grids or un-electrified classrooms that render tools like digital projectors unusable. Furthermore, a sharp developmental disparity was observed, with rural institutions enduring substantially more severe resource deficits than their peri-urban counterparts. Conversely, despite these extensive structural frustrations, mathematics educators demonstrated highly receptive, positive attitudes toward digital adoption. The study concludes that successful curriculum delivery under the competency-based NLSC framework cannot occur through policy mandates alone; it necessitates a foundational stabilization of school infrastructure, targeted continuous professional development (CPD), and sustained institutional funding. Key recommendations include establishing ring-fenced school ICT budgets, executing localized, practical pedagogical technology workshops, deploying dedicated IT maintenance technicians to support classroom teachers, and expanding national grid or solar backup installations within rural schools.
The influence of language of instruction on mathematics performance in secondary schools in Mbale city, eastern Uganda.
(Busitema University, 2026) Mungoma, Abdu
This study investigates the influence of the language of instruction on learners' mathematics performance in secondary schools within Mbale City, Eastern Uganda. The research was guided by three primary objectives: assessing the impact of language proficiency on the understanding of mathematical concepts, identifying the challenges teachers encounter when teaching mathematics in English, and examining the strategies teachers employ to enhance learners' comprehension through language support. Employing a descriptive cross-sectional research design with a mixed-methods approach, the study collected data from 240 learners via questionnaires and 12 mathematics teachers through interviews across six secondary schools (three government-aided and three private). Quantitative data were analysed using frequencies and percentages, while qualitative data from interviews were analysed thematically. The findings indicate a significant disparity in learners' understanding of mathematics when taught in English between government and private schools. Specifically, only 18% of learners in government schools understood mathematics well or very well when taught in English, while 82% did not. In contrast, 87% of learners in private schools understood mathematics well or very well, with only 13% reporting otherwise. Furthermore, 83% of learners in government schools preferred using the local language or a bilingual approach for mathematics, compared to 17% who preferred English only. For private school learners, 24% preferred local/bilingual instruction, while 76% preferred English only. Language difficulties were reported to often or always affect the mathematics performance of 79% of learners in government schools, whereas 21% were rarely or never affected. In private schools, 23% of learners were often or always affected by language difficulties, while 77% were rarely or never affected. These language barriers negatively impacted mathematics performance, especially for learners with limited English proficiency. Teachers noted challenges such as learners struggling to interpret word problems, grasp technical vocabulary, participate orally, and articulate answers in English. Conversely, private school teachers reported fewer such challenges. To mitigate these barriers, teachers utilized various strategies, including code-switching between English and the local language, translating key terms, incorporating visual aids and real-life examples, promoting peer learning, and using simplified English with repetition. These methods proved effective in improving learners' comprehension, participation, and communication of mathematical ideas. The study concludes that the language of instruction significantly affects learners' understanding and performance in mathematics. It recommends implementing bilingual language support alongside English, establishing language-support programs, utilizing visual and practical teaching resources, and focusing on strengthening learners' mathematical vocabulary.
The relationship between students' study habits and performace in mathematics in Mbale city.
(Busitema University, 2026) Mugamba, Crispus
This research study investigated the relationship between study habits and Mathematics performance among secondary school students in Mbale City, Uganda. The investigation was prompted by consistent academic challenges in quantitative subjects within the region's urban centers. The study was guided by three specific objectives. to assess the prevalence of various study habits, to evaluate current Mathematics achievement levels, and to determine the extent to which these habits influence academic outcomes. The research employed a descriptive correlational research design, utilizing a quantitative approach to ensure objective measurement of variables. Data was collected in May 2026 using a multi-stage sampling technique. A total of 322 structured questionnaires were distributed to Senior Three and Senior Four students across four purposively selected schools. Wanale View School, Mbale High School, Nkoma Secondary School, and St. Paul’s College. A total of 282 valid responses were retrieved, representing a robust response rate of 87.6%. The findings revealed a significant performance gap, with 56% of students scoring in the Basic (D) or Elementary (E) categories. Analysis of study habits indicated a widespread deficiency in formal time management, as many students reported lacking personal study timetables. However, a positive trend was noted in digital discipline, with a majority of learners avoiding electronic distractions during revision. Crucially, 88.3% of respondents expressed a firm belief that their personal study routines were the primary determinant of their current grades. The study concludes that while students possess a high level of self-awareness regarding their academic routines, the absence of structured planning and a "resilience deficit" in problem-solving hinders achievement. The research recommends that school administrators implement mandatory study skills workshops and establish "Mathematics Clinics" to encourage professional consultation. Furthermore, the study suggests that shifting from peer-dependent learning to teacher-guided revision is essential for moving students from basic competency to academic excellence. Keywords. Study Habits, Mathematics Performance, Mbale City, Time Management, Secondary Education, Uganda

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