UCU Digital Institutional Repository(UCUDIR)

Welcome to the Uganda Christian University Digital Institutional Repositoy (UCUDIR). This is the University's official Institutional Repository. It aims to collect, preserve and showcase the intellectual output of staff and students of UCU. This growing collection of research includes peer-reviewed articles, book chapters, working papers, theses, and more.

  • The Repository ingests documents, audio, video, datasets and their corresponding Dublin Core metadata
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  • we also issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI

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Now showing 1 - 5 of 8

Recent Submissions

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Coaching Third-year Certificate Midwives to Improve Partograph Skills: A Study of a Nurses and Midwives Training School in Western Uganda
(Scholars Journal of Medical Case Reports, 2025-04-19) Ekong Elizabeth Namukombe; Biira Antoinette; Drake Karen B
Background: Maternal and neonatal deaths’ resulting from obstructed and prolonged labor is still a major challenge in the developing countries. These complications can be prevented if a partograph is used as a labor monitoring tool. Teaching is more of theoretical which has affected partograph skill acquisition. Coaching as a teaching strategy may be helpful in advancing the development of learners’ skills. This study explored the effectiveness of coaching towards improving skill acquisition of certificate midwives in labor monitoring using partograph. Benner’s theoretical model from novice to expert guided the study. Methodology: The study employed an interventional quasi-experimental design. Census sampling was used to select the participants. Data was collected from third-year certificate midwives using scenarios and a checklist on partograph parameters. A paired t-test was used to determine the difference between pre test and post-test students’ scores. Results: The findings indicated that before the implementation of coaching, there was inadequate skills in almost all parameters of using partograph among the third-year certificate midwives in monitoring labor. Posttest intervention indicated that there was statistically significant (P=0.000) improvement in the skill of using a partograph in monitoring labor after coaching. Conclusion: Coaching as a teaching strategy showed a significant advancement in skill acquisition of monitoring labor using a partograph among the third-year certificate midwives. This study recommends that coaching may be used as an alternative strategy in the midwifery training program to enhance skill acquisition on partograph use.
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Institutional Mediation and Teacher Engagement: A Contextual Model for ELearning Uptake in Uganda's Universal Secondary Education Schools
(East African Nature & Science Organisation, 2025-10-30) Nantagya Grace Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Kyakulumbye Stephen
This study, titled "Institutional Mediation and Teacher Engagement: A Contextual Model for E-Learning Uptake in Uganda's Universal Secondary Education Schools," investigates the strategies employed by teachers to overcome barriers to e-learning adoption within low-resource educational settings. Specifically, it explores how teachers in Kampala-based USE schools adapt to infrastructural, institutional, and pedagogical challenges, and proposes a contextual model to guide future integration efforts. Guided by the overarching objective to identify teacher-led strategies for navigating e-learning challenges, the study employed a convergent parallel mixed-methods design, combining quantitative data from 393 teachers and qualitative insights from 10 headteachers across all USE schools in Kampala City. Data were collected through structured questionnaires and semi-structured interviews, with rigorous procedures to ensure validity, trustworthiness, and triangulation. The findings reveal that teachers employed a combination of personal, peer-based, and institutionally facilitated strategies, including the use of personal devices, offline content sharing, peer mentorship, rotational scheduling, and community-supported ICT resource mobilisation. Despite their creativity and adaptability, these coping mechanisms were often fragmented, inconsistent, and dependent on individual initiative rather than system-wide planning. Qualitative insights underscored the critical role of empathetic leadership, flexible budgeting, and informal CPD structures in supporting these grassroots innovations. Drawing on Constructivism, Connectivism, Technology-Mediated Learning Theory (TMLT), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study developed the Institutionally Mediated E-Learning Uptake Model (IMELUM). This model highlights the dynamic interplay between infrastructural readiness, leadership support, teacher competence, and institutional culture as key mediators of sustainable e-learning engagement. The study concludes that while teacher-led coping strategies are commendable, they are insufficient without systemic institutional support, strategic policy alignment, and sustained investment. It recommends formalising grassroots innovations into national digital education frameworks, strengthening school-level professional development, and incentivising collaborative partnerships. Suggested directions for further research include: evaluating the long-term impact of peer mentorship on e-learning competence, assessing the role of institutional leadership in sustaining digital transformation, and investigating scalable funding models for ICT integration in secondary schools.
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Determinants of Sexually Transmitted Infections Among Adolescent Girls and Young Women in Artisanal and Small‑scale Mining Communities of Uganda
(BMC Public Health, 2025-05-24) Betty Kwagala; Hanna Chidwick; Deborah Mensah; John Bosco Asiimwe; Stephen Ojiambo Wandera; Miriam Mutabazi; Fred Ngabirano; Lydia Osei; Lydia Kapiriri
Background The artisanal and small-scale mining (ASM) sector has become an important employer in mineral rich countries of sub Saharan Africa where women constitute up to half of the labour force. However, gender and socio-economic marginalization negatively impact the sexual and reproductive health (SRH) of the adolescent girls and young women (AGYW) who work in the ASM sector. Despite the growing literature on adolescents’ SRH, there is a paucity of literature on the SRH of this last mile population. This paper fills this gap in the literature by examining the prevalence and determinants of self reported sexually transmitted infection (STI) status among AGYW in the ASM gold mining sectors of Uganda. Methods The paper is based on 636 AGYW working in the mining sectors in Uganda who had ever had sex. Descriptive analysis involved frequency distributions and chi squared tests. Multivariable analysis involved fitting a binary logistic regression model to assess the determinants of self reported STI status of the AGYW. Results Almost half (47%) of the respondents had a self reported STI during the 12 months preceding the study. The odds of reporting an STI were higher among adult young women compared with minors (AOR = 3.35; 95% CI 1.82 – 6.16); AGYW with primary level of education compared to those with none (AOR = 2.89; 95% CI 1.24 – 6.75); who drank alcohol (AOR 1.59; 95% CI 1.06—2.39); and engaged in transactional sex (AOR 2.42; 95% CI 1.37 – 4.28). Conclusions The results highlight the urgent need to respond to the high prevalence of self reported STIs among AGYW in ASM. The risk factors constitute multiple and intersecting vulnerabilities that require both preventive and curative interventions targeting female and male ASM workers and host communities, with emphasis on behavioral change and promotion of viable alternative sources of income. The ministries of Health, Gender, Labour and Social Development and key development partners should adopt a multi sectoral approach that effectively engages key stakeholders, including mining host communities, given the close interrelations between gender, health and economic aspects of the AGYW’s lives.ckground Artisanal and small-scale mining (ASM) is an important source of minerals globally [1, 2]. The sector is a significa
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Influence of Motivational Strategies on Tutors’ Performance: A Case of Teacher Training Institutions in Eastern Uganda
(East African Journal of Education and Social Sciences, 2025-08-08) Margaret Sarah Nafuna; Joel Yawe Masagazi; David Andrew Omona
The purpose of this study was to examine the effect of motivational strategies on the performance of tutors among Teacher Training Institutions (TTIs) in Eastern Uganda. A multiple-case study design was adopted to explore both intrinsic and extrinsic motivational efforts. The study population comprised tutors, principals, deputy principals and members of Boards of Governors from three Core Primary Teacher Colleges. Using a purposive sampling procedure, 66participantswere selected, including 45 tutors, 3 principals, 6 deputy principals, and 12 Board members, based on their direct involvement in teacher education and institutional management. Data was collected through semi-structured interviews and focus group discussions. Thematic analysis identified key patterns and relationships between motivation and tutor performance. The findings show that motivation influences autonomy, engagement, job satisfaction and teaching effectiveness. Professional growth opportunities, recognition and structured feedback systems were critical in sustaining the motivation. The study concludes that a multifaceted motivational framework grounded in selected theoretical frameworks enhances the performance of tutors and institutional productivity. It recommends that TTIs institutionalize transparent goal-setting, equitable reward systems, continuous professional development and supportive feedback mechanisms to strengthen motivation and overall educational outcomes.
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Digital Communication and Mentor-ship: The Use of WhatsApp in Bishop Stuart University, Uganda
(Journal of the East Africa Communication Association, 2025-08) Pamela Tumwebaze; Samuel Kazibwe; John Mulindwa Kitayimbwa
The purpose of the study was to examine the effectiveness of using WhatsApp communication to achieve a successful mentor-ship experience for both the mentor and the mentee in Bishop Stuart University (BSU). Indepth interviews and focus group discussions were conducted on a sample of 62 respondents who included mentors, mentees and social media experts. The study was guided by the communication affordances theory. The study revealed that WhatsApp has introduced more potentialities for mentor-ship programmes in BSU. However, the opportunities come with several challenges such as limited access to digital tools, limited digital literacy among the mentors and mentees, poor internet connection, mentees and mentors’ fatigue, among others. To overcome the existing challenges, the study recommends a number measures including vigilant planning, adaptability, and clear communication.