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Item Impact assesment of ICT infrastructure on students learning of mathematics in selected rural secondary schools of Tororo district.(Busitema University, 2026) 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 age at first marriage in Tororo district Uganda.(Busitema University, 2026) Namuyomba, IreneAge at first marriage is an important demographic indicator that influences educational attainment, reproductive health, fertility, women's empowerment, and socioeconomic development. Despite national efforts to reduce child marriage, early marriage remains common in Uganda, particularly in rural districts such as Tororo. This study examined the determinants of age at first marriage among women in Tororo District, Uganda.A quantitative cross-sectional research design was employed using a sample of 320 respondents selected through stratified and simple random sampling techniques. Data were collected using structured questionnaires administered through Kobo Collect and analyzed using descriptive statistics, independent sample t-tests, one-way analysis of variance (ANOVA), Pearson correlation, and multiple linear regression. The dependent variable was age at first marriage, while explanatory variables included education level, parental education, household wealth, employment status, residence, cultural practices, media exposure, legal awareness, and demographic characteristics.The findings revealed that the mean age at first marriage among ever-married respondents was 19.8 years. Education emerged as the strongest determinant of age at first marriage, with respondents attaining tertiary education marrying significantly later than those with no formal education (p < 0.001). Urban residents married significantly later than rural residents (p < 0.001), while higher parental education was positively associated with delayed marriage (p < 0.001). Cultural practices, particularly family pressure and bride wealth, remained influential in promoting early marriage. Conversely, religion showed no statistically significant association with age at first marriage (p = 0.696). The study concludes that educational attainment, socioeconomic status, parental education, and place of residence are key determinants of marriage timing in Tororo District.The study recommends strengthening girls' access to secondary and tertiary education, improving household economic opportunities, enhancing community awareness on the legal minimum age of marriage, and engaging cultural and religious leaders in interventions aimed at reducing early marriage. These findings provide evidence to inform district and national policies targeting the elimination of child marriage and the promotion of women's health and socioeconomic empowerment.Item Determinants of Willingness to Undertake HIV/AIDS Testing Among University Students. Acase Study of the Faculty of Science and Education Busitema University(2026-07-09) Makwa, Jacob WanandaAlthough there is an increase in the provision of HIV/AIDS testing services, the utilization of HIV/AIDS testing services among university students in Uganda has not reached the set national targets. This study aimed at identifying the factors influencing the willingness to undergo HIV/AIDS testing among undergraduate students of the Faculty of Science and Education in Busitema University. Specifically, this study aimed at investigating the awareness of HIV/AIDS testing services, the attitudes toward HIV/AIDS tests and the factors influencing the willingness to test among others. The study applied the cross-sectional study design in which the primary data was collected electronically from a random sample of 300 undergraduate students through the Cochran's formula, using a mixed questionnaire via KoboToolbox. Analysis was carried out using three techniques which are univariate, bivariate and multivariate analysis. Statistical significance of relationship between the variables was determined by using the Pearson Chi-Square test. Binary Logistic regression was also used to establish predictors of willingness to undergo test for HIV/AIDS. Based on the results obtained, it is evident that 51% of the participants were males while 49% were females and 75.67% of them were not employed. In respect to bivariate analysis, it was concluded that there was statistically significant relationship between willingness to test and knowledge about HIV, awareness about HIV testing, sensitization and multiple sexual partners (p<0.05). No statistically significant relationship existed between age, gender, religion, year of study, use of condoms, employment status, distance to the nearest health facility and availability of health services. In respect to multivariate analysis, it was determined that awareness about HIV testing services (OR=20.669, p<0.001) and multiple sexual partners (OR=0.259, p<0.05) were statistically significant predictors where OR indicates that the chances of being willing to test for HIV/AIDS among students having multiple sexual partners was 74%. From the results presented in this study, it can be inferred that demographic factors are not indicators of willingness to test for HIV infection amongst the university students. However, awareness and risky sexual practices affect the willingness to get tested for HIV. Therefore, it is suggested that the university should collaborate with the Ministry of Health to organize awareness programs for the unmarried sexually active university studentItem Determinants of willingness to undertake HIV/AIDS testing among university students : a case study of the faculty of science and education Busitema university.(Busitema University, 2026) Makwa, Jacob WanandaAlthough there is an increase in the provision of HIV/AIDS testing services, the utilization of HIV/AIDS testing services among university students in Uganda has not reached the set national targets. This study aimed at identifying the factors influencing the willingness to undergo HIV/AIDS testing among undergraduate students of the Faculty of Science and Education in Busitema University. Specifically, this study aimed at investigating the awareness of HIV/AIDS testing services, the attitudes toward HIV/AIDS tests and the factors influencing the willingness to test among others. The study applied the cross-sectional study design in which the primary data was collected electronically from a random sample of 300 undergraduate students through the Cochran's formula, using a mixed questionnaire via KoboToolbox. Analysis was carried out using three techniques which are univariate, bivariate and multivariate analysis. Statistical significance of relationship between the variables was determined by using the Pearson Chi-Square test. Binary Logistic regression was also used to establish predictors of willingness to undergo test for HIV/AIDS. Based on the results obtained, it is evident that 51% of the participants were males while 49% were females and 75.67% of them were not employed. In respect to bivariate analysis, it was concluded that there was statistically significant relationship between willingness to test and knowledge about HIV, awareness about HIV testing, sensitization and multiple sexual partners (p<0.05). No statistically significant relationship existed between age, gender, religion, year of study, use of condoms, employment status, distance to the nearest health facility and availability of health services. In respect to multivariate analysis, it was determined that awareness about HIV testing services (OR=20.669, p<0.001) and multiple sexual partners (OR=0.259, p<0.05) were statistically significant predictors where OR indicates that the chances of being willing to test for HIV/AIDS among students having multiple sexual partners was 74%. From the results presented in this study, it can be inferred that demographic factors are not indicators of willingness to test for HIV infection amongst university students. However, awareness and risky sexual practices affect the willingness to get tested for HIV. Therefore, it is suggested that the university should collaborate with the Ministry of Health to organize awareness programs for the unmarried sexually active university student.Item Artificial intelligence powered adaptive learning systems and students’ achievement in blended mathematics environment : a case study of Busitema university, Nagongera campus.(Busitema University, 2026) Bwibo, Shamy NalebaThe main purpose of the study was to establish how the use of artificial intelligence powered adaptive learning systems affect student engagement and academic achievement in blended mathematics environment. Specifically, the study looked at the effect of artificial intelligence powered adaptive learning systems on academic performance of students enrolled in mathematics courses, the influence of artificial intelligence powered adaptive learning systems on student engagement and motivation in a blended mathematics environment and the challenges associated with the integration of artificial intelligence into existing mathematics curricula at Busitema University, Nagongera Campus environment. The study sample size was fifty-two (52) respondents. The study was both quantitative and qualitative and data collection tools were survey questionnaires and interview guide. A research design was descriptive cross sectional research design. Descriptive statistics presented a variance of 64 and a standard deviation of 11 which showed that the data had a wide spread around the mean, meaning that there was a high variability in responses across questions. Pearson correlation coefficient was used to establish the relationship between the variables and the result of the analysis was a positive correlation coefficient (1), which indicated that artificial intelligence adaptive tools increase academic performance of students enrolled in mathematics courses in same proportion. It was concluded that artificial intelligence tools increase academic performance of students and methods to curb existing challenge were recommended. Further research was also emphasized on other factors that increase academic performance, apart from artificial intelligence adaptive learning tools.Item Opportunities and challenges of using artificial intelligence powered systems in blended mathematics learning environment : a case study of Busitema university, Nagongera campus.(Busitema University, 2026) Nenghanjwa, BettyThe increasing use of Artificial Intelligence (AI) in higher education has created new possibilities for teaching and learning, particularly in mathematics education. AI-powered systems can support students through immediate feedback, flexible learning, personalized assistance and visualization of mathematical concepts. However, their use also presents challenges related to access, cost, inadequate training, academic integrity, and over-reliance and limited institutional guidance. This study examined the opportunities and challenges associated with the use of AI-powered systems in a blended mathematics learning environment at Busitema University, Nagongera Campus. The study adopted a cross-sectional survey design and involved 75 undergraduate mathematics students and 5 mathematics lecturers. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics. The findings showed that 85% of students were aware of AI-powered systems and all students and lecturers reported using AI in mathematicsrelated learning or teaching activities. ChatGPT was the greatest commonly used AI tool among students. Students perceived 24-hour availability of AI tools as the primary opportunity (M = 4.00), followed by immediate feedback (M = 3.91) and self-paced learning (M = 3.85). Lecturers rated the visualization of complex mathematical concepts as the leading opportunity (M = 4.20). However, students identified the cost of premium AI subscriptions (M = 3.93), lack of training (M = 3.77) and unreliable internet access (M = 3.73) as major challenges, while lecturers identified inadequate internet and power infrastructure as the leading challenge (M = 4.40). Students were neutral about whether AI had improved their overall mathematics performance (M = 3.07), suggesting that access to AI does not necessarily translate into improved learning outcomes. Inferential analysis showed no statistically significant differences in perceived challenges by gender, t(73) = 0.84, p = 0.408, or in perceived opportunities across years of study, F(2, 72) = 0.11, p = 0.896. Similarly, no significant difference was found between students and lecturers in their overall perceptions of AI-related challenges, U = 140.00, p = 0.461. The study concludes that AI-powered systems offer useful opportunities for blended mathematics learning, but their effective use requires reliable infrastructure, AI literacy training, affordable access and clear institutional guidelines. The study recommends the development of an institutional AI-use policy, improvement of digital infrastructure and provision of training to students and lecturers on responsible and effective use of AI in mathematics education.Item The impact of parental involvement on secondary school mathematics performance : a case study of Kween district.(Busitema University, 2026) Chebet, MarkParenting involves providing a supportive home environment that encourages learning. This study presents the impact of parental involvement (PI) on secondary school mathematics performance of senior two students of Kween district in the three schools. Data were collected through adapted questionnaires administered to parents and teachers selected through stratified random sampling. A simple regression model was applied to examine the relationship between parental involvement (narrowly measured as hours spent on Homework/attendance) and mathematics performance. Data was analyzed using basic statistics and linear regression. The analysis found that PI, as measured, accounted for negligible amount of the variance in performance, suggesting the dominance of unmeasured systemic factors.Item The influence of substance abuse pandemic on the behavior of youths : a case study of Nagongera town council Tororo district.(Busitema University, 2026) Mango, AlexSubstance abuse among youths is no longer merely a health issue; it is a social crisis that affects families and has serious implications for education, health, and social development. This study adopted a quantitative cross-sectional design to investigate the influence of the substance abuse pandemic on the behavior of youths in Nagongera Town Council, located in Tororo District. Data were collected using structured, self-administered questionnaires administered via Kobo Toolbox and analyzed using descriptive and inferential statistics in SPSS, Stata, and R. A targeted sample size of 390 was calculated using Slovin’s formula, based on an estimated population of 14,860 in Nagongera. To account for potential non-response, 416 questionnaires were distributed across the study area. A total of 383 fully completed questionnaires were retrieved, yielding an overall response rate of 383 (92.1%) among distributed questionnaires and 383 (98.2%) of the target sample size. The empirical findings revealed a high lifetime prevalence of substance abuse of 111 (43.9%) among the youths. Alcohol, shisha, and cocaine were the most commonly consumed substances. Furthermore, 44 (39.6%) of identified users reported daily consumption. Peer pressure emerged as the leading behavioral driver, with 72 (64.9%) reporting it, closely followed by academic stress, with 41 (36.9%).In terms of academic impacts, 35 (49.3%) of substance-abusing students admitted to chronic class absenteeism. A Likert-scale analysis showed severe cognitive and behavioral interference, with 68.8% of respondents experiencing significantly reduced classroom concentration and 47.6% attributing lower grades directly to substance exposure. Publicly, substance abuse was strongly linked to heightened aggression, deteriorating peer relationships, and domestic conflict. The study concluded that the rate of substance abuse among youths in the Nagongera context had escalated beyond recreational boundaries, actively compromising educational outcomes and community stability. Recommendations were made for the Nagongera Town Council and educational institutions to institute targeted, school-based counseling departments and to implement strict community regulatory frameworks to combat illicit substance supply chains.Item Factors influencing students’ adoption of digital learning : a case study of the faculty of science and education, Busitema university.(Busitema University, 2026) Ajambo, DaphineThis study examined the factors influencing students' adoption of digital learning at the Faculty of Science and Education, Busitema University. Existing evidence indicates that personal, technological, and institutional factors influence students' willingness to adopt digital learning platforms. Despite this, limited empirical evidence specifically explains how these factors affect students within the Faculty of Science and Education at Busitema University. The study therefore sought to examine the influence of personal factors, technological factors, and institutional support on students' adoption of digital learning. A quantitative cross-sectional research design was adopted. Primary data were collected from 360 undergraduate students using a structured questionnaire. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26. Descriptive statistics included frequencies, percentages, means, and standard deviations, while inferential statistics included bivariate analysis using Pearson correlation and multivariate analysis using multiple regression to determine the significant predictors of digital learning adoption. The findings showed that the respondents were fairly distributed across the years of study, with the majority aged between 18 and 22 years, and 97.5% owning a personal digital device. Most students reported using digital learning platforms either daily or several times a week. Regarding adoption, 43.9% of the students reported high or very high adoption of digital learning, 37.2% reported moderate adoption, while 18.8% reported low or very low adoption. The bivariate analysis revealed that technological factors had a positive relationship with digital learning adoption, while personal and institutional factors showed weaker relationships. The multivariate regression results further indicated that technological factors were the strongest significant predictor of students' adoption of digital learning, whereas personal and institutional factors were not statistically significant predictors after controlling for other variables. The study concludes that improving technological infrastructure, affordable internet access, reliable electricity supply, and technical support would significantly enhance students' adoption of digital learning. It recommends that Busitema University strengthen ICT infrastructure, improve internet connectivity, provide continuous technical support, and enhance students' digital competencies to promote effective utilization of digital learning platforms.Item Assessing factors affecting maize production of smallholder farmers in Pallisa district, a case study of Olok sub-county.(Busitema University, 2026) Mwanika, James WilliamMaize is a staple crop in Uganda and it bears important implications for poverty alleviation and food security. This thesis aims to assess the factors affecting maize production of smaller households’ farmers in Pallisa district specifically in Olok Sub County. The study used descriptive research design to investigate the factors affecting maize productivity in Olok Sub County. The populations of smallholder farmers in Olok Sub County were 121 and the researcher used a sample size of 57 smaller holder farmers. The researcher made use of questionnaire to collect information for research study. The questionnaire was randomly distributed to smaller holder farmers in Olok Sub County, and the researcher targeted the farmers group in Olok Sub County which regularly meets on. The data was analyzed using descriptive methods only. Research data was presented using the following; frequency tables, and percentages, bar graphs and pie charts. The findings indicated that young farmers adopt technology fast and easy as compared to old farmers. Male-headed households (HHS) are more productive as compared to female-headed HHS. Majority of smallholder farmers (SHFs) in Olok Sub County uses unpaid for family labor as a source of power followed by animal draught power, The main in maize production its fertilizers followed by land preparation. SHFs in Olok Sub County do not practice modern farming methods which are cost effective in maize production for example they do not practice minimum tillage and they do they do not apply herbicides to their crops, but they know that these modern farming methods reduce cost production. Majority of farmers in Olok Sub County do not attend field days however they know the importance of extension services to them. Significant number of SHFs in Olok Sub County Indicated that they have never received loan of which a loan is essential in farming to enable financing of farming practices, Majority of farmers did not sell their maize because less was produced and it was used to feed families. The findings also show that SHFs are aware of climate change and majorities have been affected by it. The researcher then recommended the following; SHFs in Olok Sub County should engage young farmers in their farming practices through employing attaches from colleges and universities, encourage female headed HHS to seek information on different aspects and attend extension services, SHFs cooperate and buy or hire machine power since it prepares the land well and it’s cost effective. The farmers group leader should report to the local government that they are receiving subside late to see if it can be adjusted to effectively use government subsidies. Individual farmers should also be encouraged to use subsidies effective. Farmers should also seek financial information from different financial institutions to and choose the credit facility that is affordable and meet the farmers’ needs.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 Factors influencing HIV/AIDS testing and counseling among college students : a case study of Nagongera campus Busitema university.(Busitema University, 2026) Ekirapa, InnocentThis study examined factors influencing HIV/AIDS Testing and Counseling (HTC) uptake among undergraduate students at Nagongera Campus, Busitema University. A cross-sectional survey utilizing simple random sampling yielded 65 valid responses. Data collected via Kobo Collect was analyzed using Stata and SPSS (Chi-square and Binary Logistic Regression). Findings revealed a relatively high HTC uptake rate. Multivariate analysis identified willingness to test (OR=4.120, p=0.002) and perceived importance of HTC (OR=3.452, p=0.008) as statistically significant predictors of testing behavior. In other words, structural and socio-cultural barriers (stigma, cost, peer influence, confidentiality) were not significant predictors, suggesting psychological drivers override these barriers in this specific campus context. The findings of this study indicate that HIV/AIDS Testing and Counseling (HTC) uptake among students at Nagongera Campus, Busitema University is relatively high, with 63.08% of respondents reporting that they had ever tested for HIV. The results demonstrate that psychological and attitudinal factors, particularly willingness to undergo HIV testing and the perceived importance of HTC, were the strongest and only statistically significant predictors of testing uptake, while socio-demographic characteristics (such as sex and marital status) and structural or socio-cultural barriers, including stigma, cost, accessibility, confidentiality, peer influence, and fear of results, were not significant predictors after adjustment. Although age showed a near-significant association, the overall findings suggest that students' personal motivation and positive attitudes toward HIV testing play a greater role in influencing testing behavior than external barriers, highlighting the effectiveness of existing campus-based HIV testing services and the need for interventions that strengthen positive attitudes and willingness to test. The findings of this study indicate that HIV/AIDS Testing and Counseling (HTC) uptake among students at Nagongera Campus, Busitema University is relatively high, with 63.08% of respondents reporting that they had ever tested for HIV. The results demonstrate that psychological and attitudinal factors, particularly willingness to undergo HIV testing and the perceived importance of HTC, were the strongest and only statistically significant predictors of testing uptake, while socio-demographic characteristics (such as sex and marital status) and structural or socio-cultural barriers, including stigma, cost, accessibility, confidentiality, peer influence, and fear of results, were not significant predictors after adjustment. Although age showed a near-significant association, the overall findings suggest that students' personal motivation and positive attitudes toward HIV testing play a greater role in influencing testing behavior than external barriers, highlighting the effectiveness of existing campus-based HIV testing services and the need for interventions that strengthen positive attitudes and willingness to test.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.