Department of Mathematics
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Item Mathematical modelling of biomass briquettes combustion : a coupled heat and mass transfer with reaction kinetics.(Busitema University, 2026) Waniale, Buruhani TwoBiomass briquettes uptake across the global is still low stemming from inefficient household combustion performance resulting into high emissions. Moreover, the producers lack validated predictive tools that could curb the vice. This study developed a multiphysics optimization framework to maximize the net energy output of biomass briquette combustion using agricultural residue streams representative of East Africa including sugarcane bagasse, maize cobs, and coffee husks. The methodology integrated three sequential research phases; experimental laboratory characterization, a 2D axisymmetric coupled Computational Fluid Dynamics model and optimization framework based on a 5-factor Central Composite Design (CCD) controlled 50 forward COMSOL simulations over a comprehensive operational space spanning moisture content (wm), equivalence ratio (ϕ), air velocity (uin), geometric aspect ratio (H/D), and compaction density (ρb). Ordinary least squares regression was used to develop quadratic surrogate models with high predictive accuracy (R2 ≥ 0.987). Through incorporation with Method of Moving Asymptotes (MMA) optimization framework, energy output was maximized while meeting the tight engineering constraints for peak temperatures (≤ 1100 ◦C), carbon monoxide emissions (≤ 300 ppm), and complete burnout (≥ 85%). The global optimization solution yielded a substantial 49.2% to 53.3% improvement in net thermal output over baseline runs. The results demonstrate that strict fuel pre-drying (w ∗ m = 7.8% − 9.2%) combined with targeted air delivery (ϕ ∗ = 0.86 − 0.90) represents an optimal operating threshold, providing direct, quantitative design parameters for low emission cookstoves and sustainable biomass deployment. Therefore GVEP-type designers should target a chimney of height 150mm, ϕ ∗ = 0.88 while further research should test these optimal conditions in actual Ugandan households under variable ambient conditions (altitude, Humidity, user behaviors etc). Keywords: Emissions, Cooking Stove, COMSOL Multiphysics, Response Surface Methodology, Method of Moving Asymptotes, Thermal Efficiency.Item Factors associated with high poverty rate among households : a case study of Bungokho sub-county in Mbale district.(Busitema University, 2026) Walunyofu, JudePoverty 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.Item The relationship between students' study habits and performace in mathematics in Mbale city.(Busitema University, 2026) Mugamba, CrispusThis 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, UgandaItem Impact Assessment of ICT Infrastructure on Students Learning of Mathematics in Selected Rural Secondary Schools of Tororo District(Busitema University, 2026-05-03) Ogwang, MosesThis study assesses the impact of ICT infrastructure on students learning of Mathematics in selected rural secondary schools in Tororo, Uganda. The research examines how the availability and use of computers, internet connectivity and digital learning tools affect students’ performance and attitude towards Mathematics. The objectives of the study were to examine the availability and accessibility of ICT infrastructure, to assess how ICT infrastructure is utilized in the teaching and learning of mathematics in selected rural secondary schools and to evaluate the impact of ICT infrastructure on student’s performance and attitudes towards Mathematics. A cross-sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 224 respondents. A simple random sampling technique was used to select amongst the students, while purposive sampling was used to select the headteachers and directors of studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation) while qualitative analysis used a thematic approach. The findings showed that the improved ICT infrastructure enhances students understanding and participation in Mathematics lessons. It’s also recommended that the secondary schools in Tororo District should focus on the integration of ICT infrastructure to support the improvement of students’ academic performance on Mathematics. This study examined how well certain selected rural secondary schools of Tororo District used their ICT infrastructure and how well their students performed academically. Students' academic achievement served as the dependent variable, while school infrastructure was measured in direct and indirect infrastructure.Item Determinants of urinary tract infections among undergraduate students : a case study of faculty of science and education.(Busitema University, 2026-08-29) Okello, ErasmusThe objective of the study was to investigate the determinants of urinary tract infections among students in the Faculty of Science and Education in Nagongera Campus and to examine the associated risk factors contributing to its occurrence and students’ knowledge about UTIs. A cross-sectional study design was adopted, involving randomly selecting undergraduate students from different academic years ranging from 2023-2026 intakes up to 2025-2026 intake within the Faculty of Science and Education. Data was collected using structured questionnaires designed in kobo tool box and the link was shared to different respondents within the faculty to assess socio-demographic characteristics and possible risk factors. The data cleaning was done using excel and analysis was done using, STATA and descriptive statistics, including frequencies, percentages, and inferential statistics to determine associations between variables. The findings revealed a considerable determinants of UTIs among students in the faculty, with a higher occurrence among female students (60.8%) compared to male students (39.2%). Significant risk factors identified included low water intake, poor personal hygiene practices, delayed urination during lectures and laboratory sessions. The study recommended that the campus should increase the number of latrines and bathe rooms to cater for the number of growing students, safe drinking water with chlorine should be provide to students to encourage then to take more water, Regular cleaning of the bathe rooms and the campus leadership should simplify the access of medication for both the residents and non-resident students. The study also recommends that students should be sensitized about UTIs and other diseases. The study recommended further research about UTIs in other campuses.Item Evaluation of competence-based curriculum on the performance of mathematics students at Uganda certificate of education in selected schools of Bugiri district.(Busitema Univesity, 2026-08) Namukana, DaphineThe study seeks to gage the effect of the Competence-Based Curriculum (CBC) on the performance of Mathematics students at the Uganda Certificate of Education (UCE) level in selected secondary schools in Bugiri District. The introduction of the CBC in Uganda's lower secondary education aimed at improving learners' competencies through learner-centered approaches, critical thinking, problem-solving, and continuous assessment. Despite these reforms, Mathematics performance at UCE remains unsatisfactory in many schools, raising concerns about the effectiveness of the curriculum in achieving its intended objectives. The study is directed by three objectives: to assess the extent to which the CBC has been implemented in the teaching and learning of Mathematics, to examine the relationship between CBC implementation and students' performance in Mathematics at UCE level, and to identify strategies for improving the effectiveness of CBC in enhancing Mathematics performance. The study will employ a descriptive research design using both quantitative and qualitative approaches. ( Creswell, 2014 ) Data will be collected from students, Mathematics teachers, and school administrators in selected schools, namely Bukooli College, Standard High School, and Central College Bugiri. Questionnaires, interviews, and document analysis will be used as data collection instruments. The findings of the study are expected to provide insights into the effectiveness of CBC implementation in Mathematics education and identify challenges affecting students' academic performance. The study will contribute valuable information to curriculum developers, policymakers, school administrators, and teachers in strengthening the implementation of CBC and improving Mathematics achievement among learners at UCE level.Item The influence of language of instruction on mathematics performance in secondary schools in Mbale city, eastern Uganda.(Busitema Univesity, 2026-08) Mungoma, AbduThis 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. Comparative Findings: Government vs. Private Schools Indicator Government Schools (Yes/No) Private Schools (Yes/No) Learners understanding mathematics well/very well in English 18% / 82% 87% / 13% Learners preferring local/bilingual language for mathematics 83% / 17% 24% / 76% Learners whose performance is often/always affected by language difficulties 79% / 21% 23% / 77% Keywords: Language of instruction, mathematics performance, English proficiency, bilingual teaching, secondary schools, Mbale City.Item The Influence of classroom environment on the teaching and learning process of mathematics in selected secondary schools in Tororo district, Uganda(Busitema University, 2026) Opolot, PatriciaThis study examined the effects of classroom environment on the teaching and learning of mathematics in selected secondary schools in Tororo District, Uganda. The study was motivated by concerns about students’ participation, attitudes, and achievement in mathematics and the possibility that classroom conditions influence the effectiveness of teaching and learning. Specifically, the study examined the influence of physical classroom facilities, instructional materials, classroom size, and teacher-student interaction on mathematics teaching and learning. The study involved 200 students and 10 mathematics teachers from Rubongi Army Secondary School, Tororo Girls School, Mother Kevina Secondary School, Tororo Progressive Academy, St. Peter's College Tororo, Mahanga Secondary School, Tana Memorial Secondary School, Malaba seed secondary school, Majansi High school and Tororo Town College school. Data was collected using questionnaires, interviews, and observation checklists. The findings of the study showed that the majority of students perceived the physical classroom environment as generally conducive for mathematics learning. 79% of the students agreed that their classrooms were adequately ventilated, while 78% indicated that classroom lighting was adequate. Similarly, 78% agreed that there were sufficient desks and chairs, and 83% reported that their school environment was clean. Regarding instructional materials, 72% of the respondents agreed that mathematics textbooks were sufficiently available, while 65% indicated that teachers regularly used teaching aids during mathematics lessons. However, access to ICT resources was comparatively lower, with only 42% of students agreeing that ICT facilities adequately supported mathematics learning. Classroom size emerged as an important challenge. Approximately 73% of students agreed that mathematics classes were overcrowded, while only 48% felt that teachers were able to provide sufficient individual attention. In contrast, teacher-student interaction was generally positive: 80% of students agreed that teachers encouraged them to ask questions, 80% reported receiving academic support from their teachers, and 82% indicated that teachers motivated them to learn mathematics. The study concludes that classroom environment is an important factor in the teaching and learning of mathematics in secondary schools. In particular, teacher-student interaction (r = 0.64), instructional materials (r = 0.72), and physical classroom facilities (r = 0.68) were positively associated with mathematics learning, whereas classroom size (r = −0.55) showed a negative association. The study therefore recommends that school administrators and education stakeholders improve classroom infrastructure, provide adequate mathematics textbooks and teaching aids, address classroom overcrowding, strengthen positive teacher-student relationships, and promote learner-centered approaches to mathematics instruction. Such interventions may create more conducive learning environments and enhance students’ participation, understanding, motivation, and achievement in mathematics.Item The influence of language of instruction on mathematics performance in secondary schools in Mbale city, eastern Uganda.(Busitema University, 2026) Mungoma, AbduThis 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.Item Effect of social economic status on students’ performance in advanced level among selected schools in Bududa district.(Busitema University, 2026) Khawanga, GeofreyThe 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.Item ICT Integration Challenges in Mathematics Teaching under the New Lower Secondary Curriculum in Bungokho South, Mbale District.(Busitema University, 2026) Nagudi, JaliaThis 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.Item The effectiveness of students' mathematics performance in mixed secondary schools in Manafwa town council.(Busitema University, 2026) Wanambwa, MathiasThe 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.Item The effectiveness of continuous assessment in improving mathematics performance in selected secondary schools within Tororo district.(Busitema University, 2026) Kule, SimonThis study examined the effectiveness of continuous assessment in improving teaching and learning mathematics in selected secondary schools in Tororo District. Despite the implementation of continuous assessment in Ugandan schools, mathematics performance in Tororo District remains poor at both UCE and UACE levels. The study therefore sought to access the extent of implication of continuous assessment, its influence on learners’ performance, and possible strategies for improvement. A descriptive survey design with a qualitative approach was used. The study involved two secondary schools (government and private), 10 mathematics teachers, 200 students (from senior one up to senior six). Data was collected using questionnaires, interview guides, and document analysis of schemes of work and assessment records. The findings revealed that continuous assessment is mainly conducted through tests, assignments, and class exercise and project s. However, feedback to learners was irregular and often focused on scores rather than learning. Learners who receive timely feedback and remedial support demonstrated better understanding of mathematical concepts. Key challenges identified include large class sizes, inadequate time for marking, limited teacher training in assessment techniques, and lack of instructional materials and ICT tools. The study concludes that continuous assessment is effective in enhancing teaching and learning of mathematics when it is systematically planned, frequently administered, and followed by constructive feedback. It is recommended that the ministry of education and sports should provide regular in- service training for teachers, school administrators should reduce teacher workload and provide assessment materials, and teachers should diversify assessment methods with emphasis on formative feedback. Key words: continuous assessment, teaching and learning, mathematics, secondary schools, Tororo district.Item 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, HenryFormative 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 analysisItem Application of Computational Fluid Dynamics Technique in Food Value addition: A Case of Cake Baking using Cassava Flour.(Busitema University, 2024) Nekesa, DianaCassava 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.Item Application of computational fluid dynamics in the study of agricultural direct solar dryers.(Busitema University, 2024) Kobusinge, SarahThis 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.Item Application of computational fluid dynamics in the study of agricultural direct solar dryers(Busitema University, 2024) Kobusinge, SarahThis 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.Item 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, PatrickStudents 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.Item 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, AndrewThe 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.Item The Influence Of School Environment In The Teaching And Learning Process Of Mathematics In Selected Schools In Busia District, Uganda(Busitema University, 2024) Onyanga, RaymondThe 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.