Department of Education
Permanent URI for this collection
Browse
Recent Submissions
Item The effect of socioeconomic status on the relationship between self-efficacy and academic achievement among students in government-aided USE schools in Mbale city, Uganda.(Busitema University, 2026) Muzaki, EuniceThis study employed a mixed-methods approach to examine the moderating effect of socio-economic status (SES) on the relationship between self-efficacy and academic achievement among 336 students in Mbale, ensuring methodological rigor through established validity and reliability coefficients. The quantitative and qualitative data analysis, which included correlation, Chi-square, and regression, yielded key statistical findings per objective: a Chi-square test confirmed a significant association between age and levels of self-efficacy and SES, a correlation analysis revealed a moderate, significant relationship between academic achievement and self-efficacy (*r* = [Value], *p* < .05), and a regression analysis demonstrated that SES significantly moderated the self-efficacy-achievement relationship (ΔR² = [Value], p < .05), though self-efficacy was the only significant direct predictor. Consequently, the study concluded that while a high proportion of students demonstrated strong academic achievement, SES is a crucial moderator, leading to recommendations that teachers provide enhanced career guidance and monitoring and that students be advised on effectively utilizing available family resources to improve both self-efficacy and academic performanceItem The semantic and phonetic differences between the Ateso varieties spoken in Soroti and Tororo districts of Uganda.(Busitema University, 2026) Odeke, DavidThe study assessed the semantic and phonetic differences between the Ateso varieties spoken in Soroti and Tororo districts of Uganda. The objectives of the study were to analyse the phonetic variations in the pronunciation of Ateso as spoken in Soroti and Tororo districts, to identify and compare semantic differences in vocabulary usage, expressions, and word meanings between the two speech communities, to examine the historical, social, and linguistic factors contributing to the semantic and phonetic differences between the two Ateso varieties. The study employed purposive sampling to select participants who possess the characteristics required for the investigation. The study population consisted of native Ateso speakers residing in Soroti and Tororo districts. Participants were selected from communities where Ateso is commonly spoken as a first language. The study population included adult male and female speakers from different age groups and educational backgrounds. Including participants with diverse social characteristics helped capture a broader range of linguistic features and experiences. Preference was given to individuals who have lived in their respective districts for a significant period of time and who use Ateso regularly in their daily communication. The target population was considered appropriate because native speakers possess firsthand knowledge of pronunciation patterns, vocabulary usage, and linguistic practices within their speech communities. A sample of approximately sixty participants, comprising thirty from Soroti and thirty from Tororo, were selected for the study. This sample size was considered sufficient to provide meaningful comparative data while remaining manageable for detailed linguistic analysis. The methodology used was both qualitative and quantitative approaches. Data was collected using interview guide, audio recording devices, word lists, vocabulary elicitation schedule, and observation checklist. The differences in vocabulary usage identified by the study also reflect the dynamic nature of language. As communities adapt to changing social and cultural environments, new concepts emerge while existing words acquire new meanings. Consequently, speakers from different regions may develop distinct linguistic preferences even when they share a common language. Overall, the semantic differences between the Soroti and Tororo varieties of Ateso are primarily manifestations of regional language variation rather than indicators of linguistic division within the Iteso community.Item An examination of the theme of moral degeneration in the community of Ochaapa town council, in Serere district versus the novel footprints of the outsider.(Busitema University, 2026) Atai, BettyThis research report presented an examination of the theme of moral degeneration in the community of Ochaapa Town Council, Serere District, in comparison with Julius Ocwinyo's novel Footprints of the Outsider. The study was conducted at Halcyon High School Ochaapa Campus, a government-aided secondary school where the novel was taught as a set text in Literature in English at the Senior 5 level. The study was motivated by the increasing concern about moral decay in Ugandan communities, which manifested through corruption, youth indiscipline, social hypocrisy, and the erosion of traditional values. The novel Footprints of the Outsider vividly portrayed similar moral degeneration in the fictional village of Teboke, making it an ideal literary lens for examining real community conditions. The study was guided by three main objectives: (1) to identify how morals of the community members of Ochaapa Town Council had degenerated as compared to the moral degeneration in the novel, (2) to identify the likely challenges to be faced by the community as a result of moral degeneration, and (3) to suggest possible ways of improving morals among the community members. A qualitative case study research design was adopted for this study, which was appropriate for gaining an in-depth, comprehensive understanding of the phenomenon within its real-life context. The study focused on Halcyon High School Ochaapa Campus, where 4 teachers who taught Footprints of the Outsider were purposively selected for semi-structured interviews, and 12 Senior 5 students who had studied the novel participated in focus group discussions. The purposive sampling technique ensured that participants were information-rich and knowledgeable about the novel, enabling meaningful comparative analysis. Data collection instruments included a semi-structured interview guide for teachers and a focus group discussion guide for students, both designed to align with the three research objectives. The researcher also conducted document analysis of the novel itself. Data analysis followed the six-phase thematic analysis framework proposed by Braun and Clarke (2006), which involved data familiarization, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and writing the report. The researcher ensured credibility and trustworthiness through prolonged engagement, member checking, triangulation, and peer debriefing. Ethical considerations were strictly observed, including informed consent for teachers, assent for student minors, confidentiality, anonymity, voluntary participation, and avoidance of harm. The findings revealed that Ochaapa Town Council exhibited severe moral degeneration that closely mirrored the fictional village of Teboke in Footprints of the Outsider. Six major themes emerged under the first objective: definitions and understandings of moral degeneration, leadership corruption and abuse of power (mirroring Adoli Awal), youth moral decay characterized by disrespect and indiscipline, social hypocrisy and double standards, economic desperation driving moral compromise (mirroring Alicinora), and substance abuse and sexual immorality. Under the second objective, five major challenges resulting from moral degeneration were identified: erosion of trust and social cohesion, educational crisis, increased crime and insecurity, health and social problems, and economic stagnation. Under the third objective, five interconnected solutions were suggested: strengthening moral education in schools, enforcing consequences for immoral behavior, using literature as a tool for moral education, economic empowerment, and community involvement with positive role models. The study concluded that the theme of moral degeneration in Footprints of the Outsider was not merely a fictional construct but an accurate reflection of real conditions in Ochaapa Town Council. The striking parallels between the novel and the community validated Ocwinyo's literary work as a valuable resource for understanding and addressing moral problems in contemporary Uganda. The study further concluded that literature, when used intentionally and pedagogically, could bridge the gap between academic study and community development. However, literature alone was insufficient; sustainable moral regeneration required a systemic approach addressing economic root causes, enforcing consequences, involving families and communities, and providing positive role models. Recommendations were made for various stakeholders, including Halcyon High School Ochaapa Campus, parents and families, community leaders, religious institutions, the Ministry of Education and Sports, non-governmental organizations, and students themselves. The study also proposed areas for further research, including longitudinal studies on moral change, comparative studies across multiple communities, experimental studies on literature-based moral education, studies including out-of-school youth, studies on the role of social media in moral degeneration, action research on community-based moral interventions, and studies on economic empowerment as a moral intervention.Item Linguistic understanding in young learners (cognitive limits of primary school learners).(Busitema University, 2026) Wageno, TerezaThis study investigated the influence of cognitive development on the linguistic understanding of primary school learners in multilingual classrooms, using Mahanga Primary School in Nagongera Sub-county, Tororo District, Uganda, as the study area. The study was guided by four objectives: to examine the influence of cognitive constraints on learners' linguistic understanding, investigate the cognitive-linguistic strategies employed by learners, assess instructional practices used by teachers, and develop evidence-based pedagogical recommendations for improving language learning. A mixed-methods research design was adopted, involving a sample of 40 participants comprising learners, teachers, and school administrators. Data were collected using standardized cognitive assessment tasks, classroom observations, semi-structured interviews, and learner language records. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings revealed that cognitive constraints, particularly working memory, executive functioning, and abstract reasoning, significantly influence learners' linguistic understanding in multilingual classrooms. Learners frequently employed cognitive-linguistic strategies such as code-switching, cross-linguistic transfer, and conceptual translation to enhance comprehension. The study further established that learner-centered instructional approaches, the use of appropriate teaching and learning materials, collaborative learning, and strategic use of local languages positively supported learners' cognitive and linguistic development. The study concludes that aligning classroom instruction with learners' cognitive developmental abilities is essential for improving language comprehension and academic achievement in multilingual educational settings. It recommends strengthening teacher capacity in cognitively responsive pedagogy, promoting learner-centered teaching approaches, integrating appropriate multilingual instructional strategies, and enhancing curriculum implementation to improve linguistic understanding among primary school learners in Uganda.Item Profound learning model and its instructional and managerial implications for advanced level science and mathematics education in Uganda : evidence from St. Paul high school, Petete.(Busitema University, 2026) Byobona, LydiaThe implementation of Uganda’s Competency-Based Curriculum (CBC) has increased the need for learner-centered pedagogical approaches that promote critical thinking, creativity, problem-solving, and the meaningful application of knowledge in science and mathematics education. However, empirical evidence on instructional frameworks that effectively support these competencies, particularly in resource-constrained rural secondary schools, remains limited. Although the Profound Learning Model (PLM) has gained attention in international educational discourse, its implementation and effectiveness in Ugandan Advanced Level science and mathematics education had not previously been empirically investigated. This study, therefore, provides one of the first empirical evaluations of the Profound Learning Model within a rural Ugandan secondary school context. Guided by a Design-Based Research framework, the study involved the design, implementation, and evaluation of PLM tools, including Learning Maps, Learning Banks, and Learning Adventures. A total of 74 participants, comprising 40 learners in the PLM-supported group, 20 learners in a comparison group, 11 teachers, and 3 administrators, participated in the study. Data were collected through questionnaires, classroom observations, interviews, focus group discussions, learner artefacts, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically and triangulated. The findings revealed that PLM implementation facilitated a shift from teacher-centred, examination-oriented instruction to learner-centred, mastery-focused, and interdisciplinary learning practices aligned with the Competency-Based Curriculum. Learners exposed to PLM demonstrated significantly higher levels of self-directed learning (M = 4.65) compared to the comparison group (M = 3.85), with a large effect size (d = 1.15, p < .001). Learner interest and engagement were also significantly higher among PLM learners (M = 4.62) than among comparison-group learners (M = 4.00, p = .001). Analysis of academic performance records further indicated improved learning outcomes among learners exposed to PLM-supported instruction. Qualitative findings identified learner ownership, teacher collaboration, instructional leadership, and administrative support as key factors influencing successful implementation. The study concludes that the Profound Learning Model has considerable potential to enhance learner engagement, conceptual understanding, creativity, and academic performance in Advanced-Level science and mathematics education. The findings contribute to curriculum implementation, instructional leadership, teacher professional development, and pedagogical innovation in Ugandan secondary schools.Item Influence of institutional support mechanisms on the quality of literacy and numeracy instruction in selected government-aided primary schools in Jinja district, Uganda.(Busitema University, 2026) Muhairwa, T. DavidDespite sustained government investment in curriculum reforms, instructional supervision, teacher professional development and the provision of teaching and learning materials, the quality of literacy and numeracy instruction in many government-aided primary schools in Uganda remains below expected standards. This study examined the influence of institutional support mechanisms on the quality of literacy and numeracy instruction in selected government-aided primary schools in Jinja District, Uganda. Specifically, the study examined the influence of instructional supervision and support, teachers' professional development, and the utilization of teaching and learning materials on instructional quality. The study adopted a convergent mixed-methods research design within a descriptive correlational framework. Data were collected from 69 respondents, comprising 60 literacy and numeracy teachers who completed structured questionnaires and 9 key informants who participated in semi-structured interviews, yielding an overall response rate of 88.5%. Classroom observations and document review were used to complement the primary data and facilitate methodological triangulation. Instrument validity was established using the Content Validity Index (CVI = 0.896), while reliability testing produced an overall Cronbach's Alpha coefficient of 0.808. Quantitative data were analyzed using descriptive statistics, Pearson Product Moment Correlation and simple linear regression. Whereas qualitative data were analyzed thematically and integrated with the quantitative findings. The findings revealed that instructional supervision and support had a positive and statistically significant influence on the quality of literacy and numeracy instruction (β = 0.403, R² = 0.124, p = 0.001). Teachers' professional development also exerted a positive and statistically significant influence (β = 0.363, R² = 0.132, p = 0.004). The utilization of teaching and learning materials emerged as the strongest predictor of instructional quality (β = 0.660, R² = 0.435, p < 0.001). Qualitative findings complemented these results by showing that although institutional support mechanisms existed in most schools, their effectiveness was constrained by irregular instructional supervision, inadequate funding, shortages of instructional materials, limited mentoring opportunities and weak follow-up after professional development activities, thereby reducing teachers' capacity to consistently implement learner-centered literacy and numeracy instruction. The study concludes that institutional support mechanisms significantly influence the quality of literacy and numeracy instruction, with the effective utilization of teaching and learning materials exerting the greatest influence, followed by instructional supervision and support and teachers' professional development. The study recommends strengthening school-based instructional supervision, institutionalizing regular needs-based professional development, and ensuring the adequate provision, equitable distribution and effective utilization of teaching and learning materials to enhance instructional quality and improve learners' literacy and numeracy outcomes in government-aided primary schools.Item The effect of personal financial management on teachers' performance in UPE schools in Kigulu north county, Iganga district, Uganda.(Busitema University, 2026) Kato, JulietThis study examined the effect of Personal Financial Management (PFM) on teachers' performance in Universal Primary Education (UPE) schools in Kigulu North County, Iganga District, Uganda. Guided by Maslow's Hierarchy of Needs Theory (1943), the study specifically assessed the level of PFM among teachers, examined their level of performance, determined the effect of PFM on performance, and explored the challenges teachers face and the support systems available for financial management. A convergent parallel mixed methods design was employed. Quantitative data were collected from 170 teachers using a structured questionnaire (88.5% response rate), while qualitative data were obtained through in-depth interviews with 30 school administrators. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and simple and multiple linear regression, while qualitative data were analyzed thematically. Findings revealed a moderate level of PFM among teachers (composite mean = 3.03), with strengths in goal-setting and budgeting but weaknesses in saving, investing, debt management, and seeking financial advice. Teachers' performance was moderately high (composite mean = 3.99), strongest in guidance and counselling and lesson preparation, but weakest in teaching aids and attendance. PFM had a statistically significant positive effect on teacher performance (r = 0.610, p < .001; R² = 0.372), with the regression model: Performance = 2.414 + 0.521 × (PFM Score). PFM remained the strongest predictor after controlling for experience and qualification. Teachers faced a self-reinforcing cycle of financial distress driven by inadequate and delayed salaries, chronic indebtedness, predatory lending, limited financial literacy, and institutional barriers, while existing support systems, particularly the Teachers' SACCO, were perceived as inadequate. The study concludes that PFM is a significant determinant of teacher performance and recommends salary enhancement, timely disbursement, financial literacy training, SACO reform, and inclusion of teachers in national financial empowerment programmes to improve both teacher financial well-being and educational quality in UPE schools.Item Conflict management and organizational performance in health training institutions in Busoga sub-region.(Busitema University, 2026) Hanaba, BenardOrganizational performance has changed over time to a wider, more realistic and holistic approach, incorporating aspects of efficiency, sustainability and effectiveness. The study aimed to examine the effect of conflict management practices on organizational performance in health training institutions in the Busoga sub-region of Uganda: Jinja School of Nursing and Midwifery, Jinja Medical Laboratory Training School, Ophthalmologic Clinical Officers Training School–Jinja, and International Institute of Health Sciences–Jinja. The study adopted a cross-sectional design that combined both qualitative and quantitative approaches and the target study population comprised 116 key individuals, from which an intended sample of 112 participants was selected comprising 96 survey respondents and 16 key informant interviewees, plus four focus group discussions. Data collection instruments included 5-point Likert-scale questionnaires, semi-structured key informant interview guides, and focus group discussion guides. Field data collection achieved 112 responses (100% retrieval rate) and quantitative data were analyzed using descriptive statistics, Pearson correlation, simple linear regression, and multivariate regression models in SPSS Version 27.0, while qualitative narrative data were analyzed using verbatim transcription, open coding, and thematic analysis. Bivariate correlation and simple linear regression indicated that negotiation practices (r = 0.407, p < 0.001, R2 = 0.166), communication practices (r = 0.370, p < 0.001, R2 = 0.137) and collaboration (r = 0.443, p < 0.001, R2 = 0.196) were significantly and positively associated with organisational performance. However, when evaluated simultaneously in a multivariate regression model, collaboration practices emerged as the sole statistically significant independent conflict management predictor of organizational performance (B = 0.453, beta = 0.368, t = 2.345, p = 0.021), whereas negotiation and communication did not retain independent statistical significance. The study concludes that conflict management operates as an integrated system, where collaboration acts as the primary driver of performance while negotiation and communication provide essential baseline operational conditions. Institutional management and department heads should formalise cross-departmental collaboration, enforce structured follow-up on negotiation agreements, enhance communication clarity, and provide continuous staff capacity building in constructive problem-solving.Item Classroom diversity management strategies and implementation of inclusive education in selected secondary schools in Iganga district Uganda.(Busitema University, 2026) Namusobya, ZulifaDespite Uganda’s commitment to inclusive education, its implementation remains inconsistent, particularly in rural districts such as Iganga. This study investigated the relationship between classroom diversity management strategies and the implementation of inclusive education in selected secondary schools in Iganga District. The study adopted a concurrent embedded mixed-methods design. Quantitative data were collected from 81 teachers, while qualitative data were obtained through interviews with relevant school personnel. Descriptive statistics, Pearson Product-Moment correlation and regression analysis were used to analyse the quantitative data, while thematic analysis was used for qualitative data. The findings showed that classroom diversity management strategies were generally weak, with an overall mean of 2.522 (SD = 0.809). Classroom diversity management had a moderate, positive and statistically significant relationship with curriculum adaptation (r = .525, p < .001, N = 81). However, its relationship with teachers’ attitudes towards inclusive education was weak and statistically non-significant (r = .131, p = .245), while the relationship with supportive school environment was also weak and statistically non-significant (r = .216, p = .052). Regression analysis showed that classroom diversity management significantly explained variation in curriculum adaptation (F = 13.459, p < .001, R² = .195), teachers’ attitudes (F = 6.278, p = .003, R² = .102), and supportive school environment (F = 25.116, p < .001, R² = .312). Qualitative findings further indicated that limited professional development, inadequate teaching resources and insufficient institutional support constrained teachers’ capacity to implement inclusive practices consistently. The study concludes that effective classroom diversity management is particularly important for curriculum adaptation, but improvements in teachers’ attitudes and the wider school environment require complementary investments in teacher preparation, resources, leadership support and professional development. The study recommends strengthening teacher training, providing appropriate instructional resources, promoting flexible curriculum practices, and enhancing school-level support systems to improve the implementation of inclusive education in secondary schoolsItem Teachers' capacity building and implementation of the competence-based curriculum in government-aided secondary schools in Kumi district.(Busitema University, 2026) Oule, Simon PeterThis study investigated teachers’ capacity building and implementation of the CompetenceBased Curriculum (CBC) in secondary schools in Kumi District, Uganda. The study aimed to identify capacity-building strategies, assess CBC implementation, establish the effect of capacity building on implementation, and identify associated challenges. Guided by Kolb’s Experiential Learning Theory, the study adopted a convergent parallel mixed-methods design. The target population was 357 participants comprising teachers, students and school administrators. Data were collected using questionnaires and interview guides. A total of 302 valid responses were obtained, comprising 290 questionnaires and 12 interviews, representing an 84.6% response rate. Quantitative data were analysed using descriptive statistics, Spearman’s rank-order correlation and linear regression in SPSS version 27, while qualitative data were analysed thematically and integrated with quantitative findings. Content validity was acceptable, with I-CVI values ranging from 0.78 to 0.97. Capacity-building strategies were moderately implemented (M = 2.98, SD = 1.250), with workshops and seminars rated highest (M = 3.09) and coaching lowest (M = 2.84). Qualitative findings indicated that training and peer learning were available but irregular, while mentoring and coaching were weak. CBC implementation was moderate, with lesson preparation rated highest (M = 3.11) and use of assessment feedback lowest (M = 2.82). Teachers’ practical capacity to implement CBC was low (M = 2.30, SD = 0.779). A strong positive relationship existed between capacity building and CBC implementation (ρ = .703, p < .001), while regression showed that capacity building significantly predicted implementation (R² = .469, β = .685, p < .001). Challenges were high (M = 3.79), particularly inadequate instructional and ICT resources, heavy workload, insufficient subject-specific training, large classes, limited mentoring, and assessment difficulties. The study concludes that sustained capacity building is required to improve CBC implementation. It recommends subject-specific training, mentoring and coaching, peer learning, benchmarking, and regular post-training support.Item Participatory management and teacher commitment in government-aided secondary schools in Bukedea district, Uganda.(Busitema University, 2026) Okiring, GodfreyTeacher commitment is important to the capacity of schools to sustain professional effort, participation in school activities and progress toward institutional goals. This study examined the relationship between participatory management and perceived behavioural manifestations of teacher commitment in five government-aided secondary schools in Bukedea District, Uganda. Specifically, the study sought to (i) establish the influence of delegation of authority on teacher commitment, (ii) investigate the influence of shared decision-making on teacher commitment, and (iii) determine the influence of collaborative leadership on teacher commitment. A quantitative-dominant convergent mixed-methods design was adopted within a correlational cross-sectional framework. Quantitative data were collected using a structured seven-point Likert-scale questionnaire, while qualitative data were obtained through semi structured interviews with school administrators. The planned sample comprised 364 participants: 339 questionnaire respondents and 25 administrators. The achieved sample consisted of 324 usable questionnaires and 17 administrator interviews. The questionnaire's content validity was satisfactory, with an overall Content Validity Index (CVI) of 0.88; CVI values were 0.83 for delegation of authority, 0.83 for shared decision-making, 1.00 for collaborative leadership and 0.83 for teacher commitment. The reported overall internal consistency coefficient for the 24 questionnaire items was Cronbach's α = .999. However, construct-specific reliability coefficients were not available in the archived dissertation and were therefore not fabricated. Quantitative data were analyzed using frequencies, percentages, means, standard deviations, Spearman's rank correlation, simple linear regression and ANOVA at α = .01. Qualitative interview data were analyzed thematically and integrated with the quantitative findings at the interpretation stage. For Objective One, delegation of authority was implemented at a fairly good level (M = 4.46, SD = 1.994) and had a statistically significant positive association with teacher commitment (rₛ = .995, p < .001), with the separate simpleregression model reporting R² = .968. For Objective Two, shared decision-making was implemented at a fair/moderate level (M = 4.42, SD = 1.959) and was positively associated with teacher commitment (rₛ = .995, p < .001), with R² = .975. For Objective Three, collaborative leadership was implemented at a fair/moderate level (M = 4.36, SD = 2.022) and showed the strongest reported association (rₛ = .996, p < .001), with R² = .978 in the separate simple-regression model. Perceived behavioral manifestations of teacher commitment recorded an overall mean of 3.95 (SD = 1.995). Administrator interviews explained the quantitative patterns through trust, autonomy, ownership, consultation and teamwork, while also identifying inconsistent participation, limited autonomy and responsibility without equivalent decision-making authority. The study concludes that participatory-management practices were positively associated with perceived behavioral manifestations of teacher commitment in the selected schools. The evidence suggests that participation is more meaningful when teachers receive genuine voice, appropriate autonomy, trust and shared responsibility rather than merely additional duties or symbolic consultation. The study recommends that school leaders strengthen delegation by matching responsibility with decision-making authority and support; institutionalize timely and transparent teacher participation in major decisions; and strengthen collaborative leadership through joint planning, professional dialogue, trust-building, clear roles and feedback. Because the study was cross-sectional and the questionnaire did not separately measure affective, continuance and normative commitment, the findings should be interpreted as associations involving perceived behavioral manifestations of commitment rather than definitive causal effects or dimension specific psychological commitment.Item Digital marketing leadership practices and student enrolment in secondary schools in Tororo district, Uganda.(Busitema University, 2026) Muholi, DanielThe study investigated the influence of digital marketing leadership practices on student enrolment in secondary schools in Tororo District, Uganda. Specifically, the study examined the influence of strategic planning for digital marketing, resource allocation and support, and capacity building and staff empowerment in digital marketing on student enrolment. The study was prompted by persistent challenges of student enrolment in secondary schools in the district. A cross-sectional research design employing quantitative and qualitative approaches was adopted. The study targeted 274 respondents comprising 86 teachers, 92 students, 92 parents, three head teachers, and one District Education Officer. A total of 250 respondents participated in the study. Data were collected using self-administered questionnaires and interview guides. Simple random sampling, purposive sampling, focus group discussions, and census inquiry techniques were employed. The validity and reliability of the research instruments were established using the Content Validity Index (CVI = 87.5%) and Cronbach’s Alpha coefficient (α = 0.817), respectively. Quantitative data were analyzed using SPSS version 23 through descriptive statistics, Pearson correlation, simple linear regression, and multiple regression analysis, while qualitative data were analyzed thematically using relevant verbatim quotations. The findings revealed strong, positive, and statistically significant relationships between strategic planning for digital marketing and student enrolment (r = 0.750, p < 0.05), resource allocation and support for digital marketing and student enrolment (r = 0.675, p < 0.05), and capacity building and staff empowerment in digital marketing and student enrolment (r = 0.755, p < 0.05). Simple regression analysis further indicated that strategic planning for digital marketing significantly influenced student enrolment (β = 0.716, t = 10.196, p < 0.05); resource allocation and support significantly influenced student enrolment (β = 0.622, t = 8.240, p < 0.05); and capacity building and staff empowerment significantly influenced student enrolment (β = 0.816, t = 10.348, p < 0.05). The study concludes that digital marketing leadership practices are significantly associated with student enrolment in secondary schools in Tororo District. It recommends that school administrators institutionalize strategic digital marketing within school development planning, allocate adequate resources to digital marketing activities, and provide continuous capacity building and empowerment for staff to effectively use digital platforms for student recruitment and enrolment.Item The impact of sugarcane growing on learners' academic performance in primary schools of Iwemba sub-county, Bugiri district, Uganda.(Busitema University, 2026) Bogere, HassanThe study sought to ascertain the “The impact of sugarcane growing on learners' academic performance in primary schools of Iwemba Sub-county, Bugiri District, Uganda.” The study was guided by the following specific objectives: i) to examine the influence of learners' involvement in sugarcane farming activities on their academic performance in primary schools of Iwemba Sub-county, ii) determine the effect of parental involvement in sugarcane growing on learners' academic performance and iii) establish the relationship between time spent on sugarcane related activities and learners' academic performance. The study adopted a cross-sectional research design employing both quantitative and qualitative approaches that targeted a population of 380 respondents comprising of ; parents, teachers and learners who were expected to provide the required information. Using the Krejcie and Morgan (1970) table of sample determination, questionnaires and interview guide were sued to 302 respondents whose views were used to collect data. To get quality data, the researcher ensured that the instruments were valid by conducting a preliminary (pilot) survey and SPSS to determine their reliability. In objective one, the findings indicate that the majority of respondents 218 (81.6%) confirmed that pupils participate in sugarcane farming before, during and after school. Objective two found out that sugarcane growing positively contributes to education through increased household income which facilitates; purchase of scholastic materials 206 (77.2 %), payment of school dues224 (83.9%) and improves pupils' welfare both at home and school (74.2%). For objective three, it was clear that absenteeism; leads to frequent missed classes during harvesting periods poor performance scores and dropping out of school. The study concluded that child involvement in sugarcane-growing activities negatively affects learners' academic performance. It also specfed that sugarcane growing contributes positively to household income, thereby facilitating provision of scholastic materials, payment of school dues, and improvement of children's welfare. The study also concluded that school attendance is a critical determinant of learners' academic performance as frequent absenteeism during planting and harvesting seasons contributes to poor examination performance and school dropout County. The study recommended that; parents should minimize children's involvement in sugarcane-related activities during school days and allocate sufficient time for pupils to attend school and revise their work, Schools and teachers should monitor attendance records to identify pupils frequently absent because of sugarcane activities and work with their parents to alleviate the situation The study recommended that future research be done on; the effect of parental attitude towards education on academic performance in sugarcane-growing communities as well as the impact of commercial agriculture on retention and completion rates among primary school learners in Eastern UgandaItem Examining the influence of salary increase for mathematics secondary school teachers in teaching and learning mathematics in selected schools in Kumi district.(Busitema University, 2026) Omoding, DarlingtonThis study examined the influence of salary increase for mathematics secondary school teachers on the teaching and learning of mathematics in selected secondary schools in Kumi District, Uganda. The study was guided by five objectives which focused on establishing the level of teacher performance and student performance before and after salary increase, determining changes in performance, and assessing stakeholders' perceptions regarding the effects of salary enhancement. The study employed a quasi-experimental research design using both quantitative and qualitative approaches. Data were collected from 18 mathematics teachers and 6 school administrators selected from government and private secondary schools in Kumi District. Questionnaires and school records, particularly Uganda Certificate of Education (UCE) mathematics results, were used to collect data. The findings revealed that salary increase positively influenced mathematics teachers' performance. Significant improvements were observed in lesson preparation, punctuality, syllabus coverage, use of instructional materials, student assessment, feedback provision, and commitment to teaching duties. The study further established that students' performance in mathematics improved after the salary increment, as evidenced by improved UCE grades and reduced failure rates. The study also found that the majority of teachers and administrators believed that salary enhancement increased teacher motivation, improved teaching quality, promoted professionalism, and contributed to better student learning outcomes. The study concludes that salary increase is an important factor in improving teacher performance and students' achievement in mathematics. It recommends that government and education stakeholders continue implementing salary enhancement policies while addressing other factors such as provision of teaching resources, teacher professional development, and improvement of working conditionsItem Instructional leadership practices and the implementation of the competence-based curriculum : a case study of selected government-aided secondary schools in Jinja district.(Busitema University, 2026) Mulabbi, BarbraThis study examined the influence of instructional leadership practices on the implementation of the Competence-Based Curriculum (CBC) in three purposively selected government-aided secondary schools in Jinja District, Uganda. Anchored in Hallinger’s Principal Instructional Management Rating Scale (PIMRS) and Fullan’s Theory of Educational Change, the study adopted a sequential explanatory mixed-methods design. Stratified random sampling was used to select 86 teachers for the quantitative strand, while 20 key informants were purposively selected for the qualitative strand until data saturation was reached. Data were collected using a structured questionnaire, semi-structured interviews, non-participant classroom observations, and document analysis. Quantitative data were analysed using descriptive statistics, Pearson correlation (preliminary), and linear and multiple regression analyses in SPSS Version 26, while qualitative data were analysed through reflexive thematic analysis. Findings revealed moderate levels of instructional leadership practices, with composite means of 3.38 for instructional supervision and support, 3.34 for professional development coordination, and 3.38 for utilisation of teaching learning resources. Pearson correlation (used as a preliminary test) indicated strong positive relationships with CBC implementation (r = 0.68, 0.62, and 0.59, respectively, p < .001). Regression analyses confirmed that instructional supervision was the strongest predictor (β = 0.412, p < .001); the three dimensions together explained 55.1% of the variance in CBC implementation (R² = 0.551). Qualitative findings corroborated the quantitative results, revealing that supervision was largely compliance-oriented, professional development was disjointed and externally initiated, and chronic resource shortages constrained the practical delivery of CBC. One school demonstrated relatively stronger leadership practices and correspondingly higher CBC implementation. The study concludes that instructional leadership is a critical facilitator of the successful implementation of the Competence-Based Curriculum in resource-constrained settings. It recommends the institutionalisation of developmental supervision, the establishment of sustained school-based professional development programmes, and proactive resource mobilisation by school leaders, district education offices, and the Ministry of Education and Sports. The findings validate and contextualise Hallinger’s PIMRS and Fullan’s Theory of Educational Change within Uganda’s post-2020 curriculum reform landscape and contribute to theory and practice in educational leadership in sub-Saharan Africa.Item The eastern question of Europe (1815 - 1878).(Academia, 2010) Muweesi, CharlesThe term eastern question generally referred to the conflicts or wars that characterized the European continent over the Balkan areas (Eastern Europe) that were under the Sultan of Turkey of the ancient Ottoman Empire. The European great powers of the time namely Britain, Russia, Austria, and France had diverging views over the states of the Turkish (Ottoman Empire) which called for the Global concern hence the term Eastern question. Specifically the term Eastern question has been correctly used to refer to the decline of the Turkish/ Ottoman Empire and the consequences of its decline on the European continent.Item The impact of parental involvement on the academic performance of learners in primary schools in buswale sub county, namayingo district(Busitema University, 2026) Aketi, JanetThis study examined the impact of parental involvement on the academic performance of learners in primary schools in Buswale Sub County, Namayingo District, Uganda. Academic performance among primary school learners remains a major concern despite continued government investment in the education sector. Numerous studies have identified parental involvement as one of the critical determinants of learners' educational success, yet many parents in rural communities remain inadequately engaged in their children's learning due to socioeconomic, educational, and cultural barriers. This study was undertaken to establish the extent to which parental involvement influences learners' academic achievement and to provide evidence-based recommendations for improving collaboration between homes and schools. The study was guided by three specific objectives: to establish the influence of parental supervision of learners' homework on academic performance; to examine the effect of parental participation in school activities on learners' academic performance; and to assess the influence of effective parent-teacher communication on learners' academic performance in primary schools. A descriptive survey research design employing both quantitative and qualitative research approaches was adopted to enable a comprehensive understanding of the phenomenon. The study targeted parents, teachers, head teachers, and learners from selected primary schools in Buswale Sub County. Data were collected using structured questionnaires and semi-structured interview guides. Quantitative data were analyzed using descriptive and inferential statistical techniques, while qualitative data were analyzed thematically to complement and explain the quantitative findings. The findings were expected to demonstrate that active parental involvement, particularly through consistent supervision of homework, regular participation in school activities, and effective communication with teachers, positively influences learners' academic performance. Learners whose parents actively monitored their educational progress and maintained close collaboration with schools were anticipated to exhibit improved academic achievement, higher motivation, better discipline, increased school attendance, and enhanced learning outcomes compared to learners whose parents were less involved. The study concludes that parental involvement is a significant contributor to learners' academic success and should be promoted as a shared responsibility between families, schools, communities, and educational authorities. The study recommends strengthening parent-school partnerships through regular communication, parental education programmes, increased parental participation in school management and academic activities, and the development of policies that encourage meaningful parental engagement. The findings are expected to benefit parents, teachers, school administrators, education officers, policy makers, and researchers by providing practical strategies for enhancing learners' academic performance through strengthened parental involvement.Item Investigation into the barriers of parental engagement in low-income communities into the academic affairs of the pupils in eastern division, Busia municipality(Busitema University, 2026) Mukisa, ZereshParental engagement is essential for improving pupils’ academic performance, yet in low-income communities, various barriers significantly limit parents’ involvement in their children’s education. This study investigated the barriers to parental engagement in the academic affairs of primary school pupils in low-income communities in the Eastern Division of Busia Municipality, Uganda. The study was guided by three objectives: (1) to identify and categorize the main barriers to parental engagement; (2) to assess the extent to which these barriers influence pupils’ academic affairs (attendance, homework completion, and classroom performance); and (3) to explore strategies and interventions to overcome these barriers and enhance engagement. A descriptive cross-sectional research design was employed, utilizing structured questionnaires to collect data from 70 respondents: 25 parents/guardians, 15 teachers, and 30 pupils (P4–P7) from selected government-aided primary schools. The overall response rate was 100%. Data were analyzed using descriptive statistics (frequencies and percentages) on a 4-point Likert scale, with qualitative open-ended responses thematically summarized. The findings revealed that the primary barriers were financial difficulties (76.7%–93.3% agreement), time poverty due to work commitments (76.6%–86.7%), and low parental literacy/education level (64.0%–86.7%). These barriers strongly and negatively affected pupils’ academic affairs, with high agreement on increased absenteeism (73.3%–93.3%), incomplete homework (76.7%–93.3%), and reduced concentration/classroom performance (76.6%–93.3%). Respondents strongly supported interventions including parent training programs (80.0%–93.3%), flexible school meeting schedules (83.3%–93.4%), community sensitization on parental roles (84.0%–93.3%), and provision of free scholastic materials and meals (84.0%–86.7%). The study concludes that socioeconomic and structural barriers in Busia’s low-income border communities severely hinder parental engagement, resulting in poor academic outcomes for pupils. Targeted, context-specific interventions—particularly flexible scheduling, parent capacity-building, and resource support—are urgently needed to strengthen family-school partnerships and improve educational equity under Uganda’s Universal Primary Education (UPE) framework. Recommendations include policy-level subsidies, school-based flexible programs, community awareness campaigns, and adult literacy initiatives. Further research should explore longitudinal impacts of these interventions and gender- disaggregated effects in similar border settings.Item Busitema convocation polls end in chaos.(New Vision, 2017-09-26) Vision PublicationThe election of the first Busitema University convocation executive over the weekend almost resulted in a physical fight.Item Nkumba University reduces hours for evening lectures.(New Vision, 2017-09-26) Vision PublicationAs security operatives continue to hunt for suspected killers of girls and women in Wakiso district, Nkumba University has restricted its evening lectures time, by an hour. The University's evening lectures now end at 8:00pm, from the usual 9:00pm,