School of Education

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A Comparative Study on the Trials of Dedan Kimathi by Ngugi Wa Thiongo and Micere Mugo and A man for All Seasons by Robert Bolt
(2024-04-08) Gift Katusiime
This study analyzed the setting, character portrayal and style in two plays. The first one by two African writers Ngugi wa Thiongo and Micere Mugo, The Trials of Dedan Kimathi and the second by a Western writer, Robert Bolt’s A Man for All Seasons. The research was library-based, enhanced by the textual data and electronic sources to establish materials related to the two selected plays, and it was conducted using qualitative analysis to examine the data from the two selected plays. The study employed two theories; Formalism theory, that is concerned with literature as a tool for social transformation, not only for entertainment, but also for teaching, criticizing, correcting and transforming society for the better and Sociological theory that advocates for purposive choice of words and use of figurative language for the analysis and interpretation of data. The two plays are concerned with the battle of conscience of the characters, and are about true historical events that happened in two different countries with a period difference of over 400 years. The plots of the two texts are rooted in the historical events leading to the deaths of the two heroes. These are: Sir Thomas More, the 16th Century Lord Chancellor of England and Dedan Kimathi, the leader of the Mau Mau Liberation Movement that occurred in the mid-20th century in Kenya. The two heroes are versatile, resilient and responsive to change throughout the course of the two selected plays, despite all the trials and temptations that are set before them. They remain true to their consciences and beliefs. Therefore, the study found out that the two plays have a similar thread, they are both tragic and tense, and the characters go through trials and die a tragic death for reasons that are beyond them. Hence, they are symbolic characters because they stand for a greater cause. The setting of the two countries is mainly characterized by rebellion, frustration with the status quo, indignation toward authority, lack of approval of a law, and refusal to comply with the oppressor. Hence tense and rebellious relations.
A PROPOSED FRAMEWORK FOR ELECTRONIC DOCUMENT AND RECORDS MANAGEMENT SYSTEM OF PRINT-BASED RECORDS OF JUDICIAL SERVICE COMMISSION, UGANDA
(Uganda Christian University, 2025-09-16) KAIRE REBECCA
This study was undertaken with the overall objective of coming up with framework on the electronic management system of print-based records of Judicial Service Commission of Uganda (JSC). The objectives of the study were to review on the level of Records management and print based practice in the JSC of Uganda in analysing its security and accessibility, to design a framework for the implementation of EDRMS with an emphasis on security and accessibility in the JSC of Uganda, to identify key challenges to EDRMS implementation in the JSC of Uganda. XI This study was undertaken with the overall objective of coming up with framework on the electronic management system of print-based records of Judicial Service Commission of Uganda (JSC). The objectives of the study were to review on the level of Records management and print based practice in the JSC of Uganda in analysing its security and accessibility, to design a framework for the implementation of EDRMS with an emphasis on security and accessibility in the JSC of Uganda, to identify key challenges to EDRMS implementation in the JSC of Uganda. To make the above achievable, the study adopted case study research design for the study. The study involved twenty-four (24) participants where 12 participants were adopted to as the sample size for the study. The data collection techniques employed were questionnaires, semi structured interviews, observational and documentary. For the first objective, evidence show that the JSC registry kept records in the form of personnel and other non- personnel records which comprised letters and reports from the public and other ministries departments and agencies. On the second objective, records management practices were conducted in accordance with Basic Registry Procedures Manual from MoPS that provided an outline of the roles of the records officer. Concerning the third goal, efficient records management practices were established to reduce costs, enhance retention and familiarity of information, and protection of records. For the fourth objective, challenges to the maintenance and ensuring the best standards in records management in the JSC registry included: inadequate staffing, insufficient equipment, inadequate and limited space, and negative attitudes. It was considered appropriate to determine that the practices related to record management of the JSC registry where satisfactory The activities of MoPS complied with the general policies and procedures relating to record management, and there was already a process in place to actively digitize records. The data reveal that the challenges like the lack of equipment, a lack of enough staff, and other resource deficits were critical threats to records management at the JSC registry. The study therefore advocates for enhanced training and awareness of JSC Registry Staff on EDRMS, enhanced funding of the registry as well as recruitment of additional staff in the JSC registry.
Academic Performance and Students’ Enrolment in Advanced Level Science Subjects: A Case Study of Government Secondary Schools in Gulu Municipality
(Uganda Christian University, 2025-10-20) Innocent Anecho
The research investigated the influence of academic performance on students’ enrolment in Advanced Level (A-Level) science subjects in government secondary schools in Gulu Municipality. The study was guided by two objectives: to explore how Uganda Certificate of Education (UCE) performance in Ordinary Level (O-Level) science subjects affects Advanced Level science enrolment in government secondary schools (pre-qualifying entry – push factor), and to examine how performance in Advanced Level science subjects influences enrolment in these subjects (student academic outcome pull factor).A descriptive research design was employed, utilizing mixed methods with both quantitative and qualitative approaches. The sample included 214 respondents, and data were collected using questionnaires and interviews. Quantitative data were analyzed using SPSS version 26, while qualitative data were analyzed through thematic content analysis. Findings indicated that students’ perceptions and attitudes towards science, parental encouragement, career guidance, and O-Level science grades significantly influence Advanced Level science enrolment. Additionally, the study revealed that enrolment in Advanced Level science subjects is increasing due to attractive career prospects, access to training facilities such as science laboratories, and improved academic performance scores. Based on the study findings, it was concluded that academic performance significantly impacts Advanced Level science enrolment in government secondary schools in Gulu Municipality. The study also established a strong positive and significant relations between Academic performance and students’ enrolment in advanced level science subjects in Gulu City. The study recommended increasing the number of science teachers at the Advanced Level and suggested further research on factors influencing science subject enrolment in other districts of Uganda.
Adoption of E-learning in Selected Schools of Library and Information Science (LIS) in Uganda
(Uganda Christian University, 2024-05-16) Joseph Wejuli
This research examined the adoption of e-learning in LIS education schools by comparing e-learning adoption at EASLIS and UCU to determine whether there were any significant differences and to propose strategies to improve their adoption rates of e-learning. The research's objectives were: i) to compare the e-learning initiatives at EASLIS and UCU; ii) to compare the degree of user-adoption of e-learning at EASLIS and UCU; iii) to examine the challenges affecting the adoption of e-learning at EASLIS and UCU; and iv) to propose strategies to increase the adoption of e-learning at EASLIS and UCU. The research design was a comparative case study with a mixed-methods research approach. The sample size consisted of 22 study participants who composed the entire target population. The data collection methods used were questionnaires and structured interviews. The research findings revealed that both LIS education schools had e-learning initiatives, however, UCU had less management support and did not have a governing committee to manage e-learning. It was further revealed that the degree of user-adoption of e-learning in both LIS education schools was high, however, there were limitations such as the need for staff to get their own Zoom licences at UCU and the low compliance levels among staff at EASLIS. It was also revealed that the LIS education schools suffered from limited funding, high connectivity costs and intellectual challenges, among others. UCU was also understaffed and staff at EASLIS showed low complacency levels and were overworked. The study concluded that there was a need for UCU to install an e-learning governing committee and to lobby for more management support. It was also concluded that both LIS education schools needed to train their staff in delivering engaging e-learning content. It was further concluded that both LIS education schools had to lobby for more financial support. Lastly, EASLIS had to improve staff compliance levels and UCU had to recruit more staff. For EASLIS, the study recommended increasing sensitisation levels to enhance staff compliance and scheduling content delivery as a strategy to reduce staff workloads. For UCU, the study recommended hiring more staff to fill the human resource gaps, purchasing Zoom licences for staff to limit them from using personal resources, lobbying for management support and installing an e-learning government committee. For both EASLIS and UCU, the study recommended lobbying for more funding and conducting staff training to improve their capacity to deliver engaging content.
AN ANALYSIS OF ACADEMIC STAFF EXPERIENCES WITH E-LEARNING AND THEIR EFFECT ON ITS UPTAKE IN UNIVERSAL SECONDARY EDUCATION SCHOOLS IN KAMPALA
(Uganda Christian University, 2025-09-15) GRACE NANTAGYA SSEBANAKITTA
This study examined teachers’ experiences with e-learning and their influence on its uptake in Uganda’s Universal Secondary Education (USE) schools, with a view of developing a Strategic E-Learning Implementation Framework (SEIF). Specifically analysed was the instructional engagement, satisfaction, challenges, and coping strategies experienced by teachers in the process of facilitating e-learning uptake in USE schools. Grounded in Connectivism, Technology-Mediated Learning Theory (TMLT), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study explored how teachers’ individual, infrastructural, institutional and systemic experiences shape e-learning uptake in resource-constrained secondary education environments. The study employed a convergent parallel mixed methods design to simultaneously collect and analytically triangulate quantitative and qualitative data. The quantitative strand involved a structured questionnaire administered to 393 teachers selected from 10 USE schools in Kampala Capital City using stratified sampling, considering gender, subject specialization, qualifications, years of experience, and technological proficiency. The qualitative component focused on using a semi-structured interview to interview 10 purposively selected headteachers. Ethical clearance was obtained from the Uganda Christian University Research Ethics Committee (UCUREC). Descriptive and inferential statistical analyses were employed to assess teachers’ instructional engagement, satisfaction, and institutional experiences with e-learning and their effect on its uptake. Exploratory factor analysis and multiple regression techniques were used to examine underlying dimensions and predictors of e-learning uptake. Thematic analysis of the qualitative data complemented quantitative findings to provide an in-depth contextual understanding of these experiences. The results revealed that teachers experienced suboptimal instructional engagement and satisfaction with digital platforms such as Zoom, WhatsApp, and Google Classroom because of the challenges they experienced and ineffective coping strategies they applied to cope with them. E-learning uptake was below expectation. These experiences were significant predictors of e-learning uptake. The challenges teachers faced with e-learning included negative attitude, unstable electricity, poor internet access, insufficient ICT tools, and weak administrative and leadership responsiveness. Teacher instructional engagement, satisfaction and institutional challenges were more significant predictors of e-learning uptake than individual motivation or reflection. Therefore, efforts to improve e-learning in USE schools in Kampala Capital City should pay more attention on addressing institutional constraints while without neglecting teachers’ individual satisfaction and motivation to engage instructionally in facilitating e-learning uptake. The study contributes to the existing literature by integrating four theoretical frameworks and generating new empirical insights from an under-researched context, thereby developing a Strategic E-Learning Implementation Framework (SEIF). Based on this framework, the study offers actionable recommendations for policymakers, school leaders, and development partners to address structural gaps and support scalable, sustainable e-learning implementation in Uganda’s secondary education sector.
An Assessment of the Contribution of Leadership Styles on Crisis Management in Selected Secondary Schools in Nakifuma Town Council
(Uganda Christian University, 2024-06-28) Efrance Ntale
The study aimed at assessment of the leadership styles and crisis management among selected secondary schools in Nakifuma Town Council. The study objectives included; to establish the leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council, to assess the effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council, and to examine the challenges that head teachers encounter when it comes to crisis management. The study employed a cross-sectional research design, where both qualitative and quantitative approaches were used. The sample comprised of four (4) head teachers, four (4) Deputy head teachers, one (1) District Education Officer, two (2) District Inspectors of School, and seventy five (75) teachers. These were purposively and simple randomly selected. Data was collected through questionnaires and interviews. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze qualitative data. Study findings revealed that school managers base on charismatic leadership, autocratic leadership, transformative leadership, transformational leadership, transactional leadership and entrepreneurial leadership for proper crisis management. These are the major leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council. It also revealed that autocratic leadership gives full empowerment to the school leader with minimal follower’s participation; the head teacher rarely considers suggestions made by subordinates; there is usually strong orientation towards conformity of rules and regulations; the head teacher usually takes full control and authority in managing crisis; and the head teacher regularly tells us what to do, how to do it and when he/she wants it done; these are the major effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council. It further revealed that limited financial resources, geographical location of the school, government policy like school closure under presidential directives; limited knowledge related to the field itself, and organizational structures; these are the major challenges that head teachers encounter when it comes to crisis management. Basing on the above findings, it is concluded that there is positive significant relationship between leadership styles and crisis management in selected secondary schools in Nakifuma Town Council. (r= .686**, p=0.001). This implies that any change in the management of crisis is influenced by leadership style applied. The study recommended that each school must have the trained leaders with relevant skills and understanding to handle crises; and areas of further research were suggested.
An Assessment of the Contribution of Teachers’ Union on Collective Bargaining for Teachers in Selected Public Secondary Schools in Uganda: A Case Study of Arua District
(Uganda Christian University, 2023-09-19) Abaku Nelson
This study was carried out in selected public secondary schools in Arua District. The study is about an assessment of the contribution of teachers’ union on collective bargaining for teachers in selected public secondary schools in Uganda. The specific objectives included; to establish what teachers’ unions collectively bargain for on behalf of members (teachers), to identify the perceived factors influencing collective bargaining process for teachers, and to find out the broad strengths and weaknesses of conducting collective bargaining for teachers. The study adopted a case study research design. Quantitative and qualitative research approaches were also used. The study population comprised directors, head-teachers, UNATU representatives from the district, and district UNATU members (teachers) from selected secondary schools; totaling to 66 respondents. Data was collected using questionnaires, interview guide and focus group discussions, and was quantitatively and qualitatively analyzed. The study findings revealed that demand for salary increment and other benefits, against poor working conditions, grievance procedures (government’s failure to sign), demand for the provision of health and safety among teachers, fair compensation, and employee security; these are the major areas/activities teachers’ unions collectively bargain for on behalf of members (teachers) in Arua District. The study also revealed that the Constitution of Uganda and the Labour Unions Act, collective bargaining procedures and protocols followed by parties involved; the methods and approaches used; attitude of members of teachers’ union and entire management; and political influence; these are the major perceived factors influencing collective bargaining process for teachers in Arua District. The study further revealed that teachers’ union in Arua district tend to counter-balance the monopoly power of employers and seek high wages, better working conditions and a fairer share of the school’s profile; salary increment, legally represent teachers on their behalf, prevents teachers from going on strikes; and promoted teachers’ discipline. These are the major broad strengths and weaknesses of teachers’ union conducting collective bargaining for teachers in Arua District. Basing on the above study findings, it was concluded that teachers’ union has a great influence on collective bargaining for teachers in selected public secondary schools in Arua District. The study recommends that political will is of paramount importance. Politicians and other stakeholders should be willing to support teachers’ union and its goals across in Arua district and Uganda at-large; and areas of further research were suggested.
Analysis of the Utilization of Library Resources by Undergradute Students at Soroti University
(Uganda Christian University, 2025) Hellen Flavia Atai
Effective utilisation of library resources enhances academic performance by enabling students to access, evaluate, and use relevant information. Despite advancements in academic libraries in Uganda, challenges such as limited funding, staffing, and outdated infrastructure persist. This study assessed the utilisation of library resources among undergraduate students at Soroti University. A school-based descriptive survey with a quantitative approach was conducted among 200 third and fourth-year undergraduate students of Soroti University academic year 2019/20 and 2020/21. The study examined access and usability of library resources, extent of utilisation, and the type of resource used print versus electronic. Data were analyzed using SPSS version 26, employing descriptive statistics and binary logistic regression. Results showed that 72% (n=145) of students accessed information via search engines, while 22% (n=44) used the library website and 10% (n=20) the library login system. Regular library visits were reported by 61% (n=122), primarily for quiet study 79.5% (n=159) and borrowing print materials 56% (n=112). Print resources were used by 61% (n=122) of students, while 49.5% (n=99) accessed electronic resources. Overall, 55% (n=111) utilized library resources. Utilization was linked to library accessibility AOR = 5.9 (95% CI: 2.14–16.25, p = 0.001), academic year AOR = 0.2 (95% CI: 0.09–0.49, p < 0.001), and awareness of available resources AOR = 0.7 (95% CI: 0.34–0.97, p = 0.021). Print resources were more frequently utilized than electronic resources, with most students accessing information through search engines or librarian assistance. Key factors influencing library use included operational hours, academic level, and resource awareness. To improve resource utilisation, awareness campaigns should be enhanced, library hours extended, digital literacy training provided, and integration of library resources into coursework promoted. Keywords: Library resources, utilisation, access, academic libraries, Uganda
Assessing the Contributions of Science and Mathematics Teachers (Sesemat) on Students Academic Performance in Selected Public Secondary Schools in Hoima Municipality
(Uganda Christian University, 2024-05-23) George Kazooba Irumba
Science and mathematics teachers (SESEMAT) create engaging lesson plans and activities for the learners, including laboratory works, group research, and field experiments. They also demonstrate methods and present scientific research to support their observations. The study was carried out in Hoima Municipality, Hoima District. The study aimed at assessing the contributions of science and mathematics teachers (SESEMAT) on students’ academic performance in selected public secondary schools. The study objectives were; to find out the methods used by teachers while teaching Science and Mathematics in selected public secondary schools, to find out in which ways SESEMAT has contributed to students’ academic performance in the selected public secondary schools and to identify the factors influencing teachers’ methodology in teaching Science and Mathematics in selected public secondary schools. The study used a cross sectional survey design. A total of 232 respondents was used which included head-teachers, deputy head-teachers, teachers of Science and Mathematics and students; data was collected by use of questionnaire and interview guide. Respondents were purposively and simple randomly selected. Data was analyzed both quantitatively and qualitatively. The study findings revealed that teachers while teaching Science and Mathematics majorly employ demonstration methods, student centered approach and discussion methods. The study also revealed that SESEMAT helps students to grasp content taught easily, gain practical skills, and makes it simple for teachers to attend to individual students’ differences. The study further revealed that teachers training background, teachers’ competence, availability of teaching aids and school education facilities are the major key factors influencing teachers’ methodology in teaching Science and Mathematics in public secondary schools. From the findings, it is concluded that SESEMAT has an impact on the academic performance in science and mathematics in the selected public secondary schools. It is recommended that teachers training institution should be well equipped to groom good and competent teachers with proper required training background for effective science teaching, and areas of further research were suggested.
ASSESSING THE IMPACT OF LIBRARY SERVICES AMONG DISTANCE EDUCATION STUDENTS AT UGANDA MANAGEMENT INSTITUTE
(Uganda Christian University, 2025-09-24) ANNET NAMAMONDE
Libraries ought to adapt to meet the changing needs of users, including distance education students. This study assessed the impact of library services among distance education students at Uganda Management Institute to evaluate how well they meet the information needs of distance education students. The objectives of the study were: to find out the library resources provided to distance education students at Uganda Management Institute; to quantify the user satisfaction rates of distance education students regarding the library information and services provided at Uganda Management Institute; to establish the satisfaction rates of distance education students regarding library staff support at Uganda Management Institute; and to evaluate the extent to which library and information services meet the information needs of distance education students at Uganda Management Institute. This was a mixed-methods study that used a case study research design. The study population was composed of 150 distance education students and 5 librarians. Sampling involved simple random selection of 109 students from a population of 150 and a census of five librarians. Data was collected through structured questionnaires and semi‑structured interviews, with instruments detailed in the appendices. The study findings revealed that UMI provided diverse library resources. It was further revealed that most distance education students were generally satisfied with the library information and services at UMI and they met their information needs. However, challenges were faced such as the lack of awareness about the full spectrum of library information and services at UMI, cost attached to some library resources, limited computers and slow internet. It was concluded that the UMI library provides a wide range of library resources to distance education students at the institution. Most distance education students are satisfied with the library information and services at UMI and also most agree that they meet their information needs. However, they are also exposed to challenges such as the lack of understanding of the full spectrum of library information and resources due to tight schedules, need to pay for some library resources, limited computers and slow internet, which affect their user satisfaction rates. It is imperative to address these challenges to enhance their user satisfaction rates. The study recommended educating distance education students on available library information and services subsidizing fees on library resources, obtaining more computers and faster internet, and conducting needs assessments.
ASSESSING THE INFLUENCE OF ADMINISTRATIVE DEMANDS ON TEACHER PERFORMANCE: A CASE OF SECONDARY EDUCATION IN KYENGERA TOWN COUNCIL, WAKISO DISTRICT
(Uganda Christian University, 2025-09-04) UGANDA CHRISTIAN UNIVERSITY
ABSTRACT The study aimed at assessing the influence of administrative demands on teacher performance in secondary education in Kyengera Town Council, Wakiso District. The obejectives included: to determine the relationship between planning as an administrative demand and teacher performance in secondary education, to examine the influence of staffing as an administrative demand on teacher performance in secondary education, and to determine the effect of directing (supervision) as an administrative demand on teacher performance in secondary education. This study was a cross-sectional research design. The use of the two approaches was based on the principle of triangulation. The study population included; Head teachers (3), deputy head teacher (6), Directors of studies (3), Assistant Directors of Studies (3) and teachers (70), totaling participants. All these were purposively and simple randomly selected. The results revealed that planning as an administrative demand has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.686**). This implies that where there is planning as an administrative demand, the performance of teachers in secondary schools tend to be high and satisfactory. In the regression, it was also predicted that 24.5% variation in teacher performance is explained by changes in planning as an administrative demand. This shows that any changes in planning as an administrative demand would lead to 24.5% chance change in the teacher performance. The results also revealed that staffing as an administrative has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.342**). This implies that in that situation, in secondary schools, staffing demands planning, involves professional development of staff, and accountability for supervision. It is also noted that staffing involves appraisal of all the staff, and calls for assess employee performance. The regression findings predict that 30.4% variation in teacher performance is explained by changes in staffing as an administrative. This shows that any changes in staffing as an administrative would lead to 30.4% chance change in teacher performance were squarely addressed. The results finally revealed that there is a positive significant relationship between directing (supervision) as an administrative demand and teacher performance in secondary education in Kyengera Town Council (.589**). This clearly implies that where there is directing (supervision) as an administrative demand, giving progress reports to Foundation Body is done on time, giving progress reports to the Board of Governors is regular, school discipline is well maintained, and scheduling duty is fairly done in secondary schools. From the regression analysis, it was also predicted that 31.3% variation in teacher performance is explained by directing (supervision) as an administrative demand. This shows that any changes in directing (supervision) as an administrative demand would lead to 31.3% chance change in teacher performance in this area. The study concluded that staffing as an administrative demand and directing (supervision) as an administrative demand had the highest significant positive relationship on the teacher performance in selected secondary schools. The study recommends that school leaders need to develop a school strategic plan that clearly streamline school objectives in collaboration with teachers’ responsibilities to be achieved within school premises, and areas of further research were suggested.
Assessment of Active Records Management Practices at Rubanda District Local Government Central Registry
(Uganda Christian University, 2025-04-22) Moreen Tukamuhabwa
A qualitative study was carried out to asses Active Records Management at Rubanda District Local Government. Using a case study design, the study purposively selected 16 officers from the district. Analysis was conducted thematically, data was collected through interviews, observation and document analysis. The study found out that the Rubanda District Local Government kept records in both paper and electronic formats although paper records were paramount. It was observed that the Rubanda District Local Government Central Registry had poor records storage conditions, limited space which was congested with paper records. However, the District lacked a sound and comprehensive Records Management Program, a records management policy, records management budget as well as guidelines for managing records. The district also lacked adequate professional records management staff. Lack of a sound records management policy also meant lack of a road map to guide the district in decision making which directly undermined the district effort to achieve good Records Management Practice. All this depicted an absence of an active and visible senior management support for the district records management functions. The study recommended recruitment of Records Management professionals, developing a records management policy and procedures for managing records, procurement and acquisition of appropriate records storage equipment and facilities, involvement of key stake holders, developing a retention and disposal schedules, establishing an offsite storage and sensitization of staff at the District about the value of Records Management.
Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja
(Uganda Christian University, 2024-03-21) Joseph Isaac Opia Onzia
The study aimed at assessing the effect of the ABEK model on school going children in Karamoja region. The study objectives included; to examine the best practices of the ABEK Model; to assess the effect of the ABEK Model in regards to enrollment of school going children, to assess the effect of the ABEK Model in regards to retention of school going children, and to assess the effect of the ABEK Model in regards to delivery of Numeracy & literacy of school going children. The study employed a cross-sectional research design. The sample comprised of Village ABE committee members (18), Sub County ABE committee members (18), learners (55) and facilitators (27). These were purposively and simple randomly selected. Data was collected through questionnaires, xiii interviews and focus group discussions. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze data qualitatively. Study findings revealed that the ABEK model is key in attitudinal change towards education and schooling, and ABEK model has equipped learners with basic life skills; these are the major best practices of the ABEK Model in Karamoja region. Study findings also revealed that the ABEK program provides free education for financially disadvantaged learners which encourages enrolment; and girl child enrolment has been boosted by ABEK by over 40%; these are the major effect of the ABEK Model in regards to enrollment of school going children in Karamoja region. Study findings further revealed that the flexible time table encourages retention of learners by over 30%, ABEK program focus and promote inclusive education, protect individual rights, and the program is based on stakeholder participation where most parents are involved in monitoring their children progress, these are the major effect of the ABEK Model in regards to retention of school going children in Karamoja region. The study lastly revealed that the ABEK model has not taught well children how to read, write and count; the ABEK model has not given learners knowledge of preserving milk, meat and churning yoghurt, and the ABEK model hasn’t enabled learners to fully realize their rights including the right to education; these are the major effect of the ABEK Model in regards to delivery of numeracy and literacy of school going children in the Karamoja region. Basing on the above findings, it was concluded that the ABEK model has an effect on school going children in Karamoja region. The study recommended that the Ministry of Education and Sports in consultations with ABEK designers should plan for modalities to open up alternative centers near ABEK learning centers. This could take care of the needs of the children who are baby sitting and also attending ABEK classes; and areas of further research were suggested
CO-CURRICULAR ACTIVITIES AND STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN RUHAAMA COUNTY, NTUNGAMO DISTRICT
(Uganda Christian University, 2025-08-13) Abias Kasasira
This study examined the effects of participation in co-curricular activities on student’s academic performance in selected secondary schools in Ruhaama County, Ntungamo District, Uganda and explored the influence of various demographic and home background factors on this participation. It also established the correlation that exists between co-curricular activities’ participation and students’ academic outcome. The study was guided by three primary objectives: 1. Assessing the impact of demographic factors such as age and class on students’ academic performance. 2. Evaluating how students' home backgrounds including parental marital status, education, and socioeconomic status affected their academic performance. 3. Determining the relationship between co-curricular activities’ participation and learners’ academic performance. By using a mixed-method approach, the research analyzed quantitative data through statistical tests and correlation analysis to address the hypotheses that demographic factors and home backgrounds did not significantly influence co curricular participation, and that participation did not significantly affect academic performance. The findings revealed that while demographic factors like age and academic class were significant predictors of co-curricular participation, other factors such as gender, parental marital status, and socio-economic background did not have a substantial impact. The study concluded that there is significant positive relationship between co-curricular activities’ participation and better learners’ academic outcome. The study recommends that it is essential for schools to provide financial support or subsidies for students from low socio-economic backgrounds; and areas of further research were suggested.
Community Involvement and Management of Public Secondary Schools in Kumi District, Uganda
(Uganda Christian University, 2023-09-11) Simon Ekabot
The purpose of this study was to establish the influence of community involvement on the management of public secondary schools in Kumi district. The study objectives were to assess how the community is involved in management of public secondary schools in Kumi district, to examine the influence of community involvement on the management of public secondary schools in Kumi district and to investigate the challenges faced in community involvement in management of public secondary schools in Kumi district. A total of 211 respondents were used in this study and these included the head teachers, teachers, community members and DEO. The researcher used a descriptive survey design. Questionnaires and interview guides were used as data collection instruments. Study findings revealed that in most public secondary schools, community members are not involved in school management. Study findings also revealed that most community members do not offer financial and non-financial support to schools besides the school fees they pay. Findings of the study further revealed that community involvement has a great influence on school management because it increases students’ enrolment and attendance, helps community members to air out their grievances, makes community members to demand for accountability and improves on the relationship between community members and school administration and increases students’ performance. Study findings also revealed that community involvement in school management faces a lot of challenges: delayed remittance of capitation grant by government, reluctance of community members to participate in school activities, individual differences among community members and hostility of some community members. This has made it difficult to manage public secondary schools. Basing on study findings, it was recommended that Public secondary schools in Kumi District should fully involve community members in school management, the government ought to remit capitation grant to schools in time, there ought to be diversity management among community members such that individual differences among community members are ignored and there is need to create a cordial relationship between community members and school administration to curb down hostility of some community members.
CONFLICT MANAGEMENT AND ACADEMIC MANAGEMENT IN EDUCATIONAL INSTITUTIONS
(Uganda Christian University, 2025-09-24) NAKISANZE MARTHA
This study examined the relationship between conflict management and academic management in educational institutions, with specific focus on the effect of the accommodative conflict management style at Green Hill Academy Secondary School in Kampala, Uganda. The research was guided by three objectives: (i) to assess the effect of accommodative conflict management style on administrative management, (ii) to examine its effect on personnel management, and (iii) to establish its effect on stakeholder management. A cross-sectional survey design was employed, integrating both qualitative and quantitative approaches. The study population consisted of 93 individuals, including the head teacher, principals, Commitee members, teachers, students, and non-teaching staff. A sample of 75 respondents was selected using stratified, purposive, and simple random sampling techniques. Data was collected using questionnaires, interviews, and document reviews. Quantitative data was analyzed using descriptive statistics, Pearson correlation, and regression analysis through SPSS, while qualitative data was subjected to thematic and content analysis. Reliability and validity of instruments were ensured through expert judgment, pilot testing, and statistical verification, yielding a Cronbach’s Alpha coefficient of 0.721. The study achieved an overall response rate of 93%, which was deemed adequate for meaningful analysis. The findings revealed that the accommodative conflict management style has a strong and positive influence on academic management at Green Hill Academy. In terms of personnel management, the approach was found to promote teamwork, mutual respect, and emotional well-being among staff, creating a harmonious environment conducive to learning. However, overuse of accommodation was noted to risk unresolved issues and weakened decision-making. Regarding administrative management, the accommodative style was associated with inclusive communication, participatory decision-making, and long-term benefits such as reduced tension and stronger teamwork. Finally, in relation to stakeholder management, the approach was valued for fostering transparency, accountability, and collaboration, although excessive reliance on accommodation could lead to perceived weakness or suppressed conflicts. Overall, the accommodative style was found to be an effective tool for promoting harmony, trust, and cooperation in a school setting. Nevertheless, the findings highlighted that relying exclusively on accommodation may compromise strategic decision-making and hinder resolution of deeper conflicts. The study concludes that while the accommodative style significantly contributes to a positive academic environment, it should be applied selectively and complemented with other approaches, such as problem-solving or assertive styles, to achieve balanced and sustainable outcomes. Based on these findings, the study recommends that Green Hill Academy adopts participatory conflict management frameworks involving all stakeholders, develops gender-sensitive policies to enhance inclusivity, and prioritizes continuous professional development in conflict resolution skills. Additionally, the school should establish monitoring systems to evaluate conflict management effectiveness, integrate conflict resolution training into student programs, and develop clear institutional policies and guidelines for handling conflicts. By adopting a balanced and proactive approach, educational institutions can transform conflicts into opportunities for growth, strengthen academic management, and ensure sustainable institutional effectiveness.
The Contribution of Information Literacy Competencies Towards Utilization of Information Resources Among Second Year Nursing Students of Aga Khan University, Uganda
(2019-06) Nakaziba, Sarah
The aim of this study was to examine the contribution of Information Literacy (IL) competencies towards effective utilization of information resources among Aga Khan University (AKU) Second Year Nursing Students. The study addressed the following objectives: review how IL programmes are managed at AKU, establish which IL competencies AKU Nursing Students acquire from the library staff, examine the contribution of IL competencies in the effective utilization of information resources at AKU, and identify the factors that either hinder or facilitate the utilization of information resources at AKU. The study adopted a case study research design with a qualitative research approach to collect qualitative data from 31 Second Year Nursing Students, 14 Faculty and 2 Librarians. Findings from the study revealed that most Second Year Nursing Students were not able to use the information resources because they lacked the crucial information literacy competencies (knowledge and skills). The study further revealed that way the IL programme is organized at AKU is the reason for the low levels of IL among the Second Year Nursing Students. Furthermore, the study revealed a number of factors that hinder Second Year Nursing Students from utilizing information resources at AKU to included: Lack of or slow internet connectivity, Limited IL competencies, Limited time for visiting the library while on campus, Inaccessibility to information resources, Lack of awareness of the available information resources, Users perceptions to the library collection, Poor reading habits and the bulkiness of the books. The study concluded that AKU IL programme has not effectively disseminated IL competencies to the Second Year Nursing Students because: IL course unit was not embedded in the curriculum, the training was designated for only freshmen, the model of training and time allocated are not effective for this complex subject, there is minimum Faculty-Librarian collaboration. The researcher recommended that the library should engage in aggressive IL advocacy, adoption of ACRL Information Literacy Standards for Nurses, designing of an IL policy to guide the IL implementation and teaching activities, promote current awareness of library information resources, and implement and market the library online spaces like OPAC and remote access.
Depiction of Cross-Cultural Conflicts in Selected Ugandan Novels
(Uganda Christian University Publications, 2019-12-24) Naula, Mary
This study analyzed the depiction of cross-cultural conflicts arising from Western influence on African educational, religious and socio-cultural values in eight selected Ugandan authors, namely: Wangusa, Ocwinyo, Aloka, Nyabongo, Okurut, Kyomuhendo, Bakaluba and Kaberuka, whose literary works have not received the attention they deserve. The study was guided by three objectives in particular. First, to analyze selected authors’ depiction of cross-cultural conflicts between Western and African educational values in Ugandan novels. Second, to assess these selected writers’ portrayal of cross-cultural conflicts between Western and African religious values in Ugandan novels. Third, to examine the selected authors’ representation of cross-cultural conflicts between Western and African socio-cultural values in Ugandan novels. The study adopts a qualitative study design to analyse the selected Ugandan novels. This study has used a qualitative content analysis for identification of the presence of certain concepts, words, phrases, themes, characters, or sentences within texts to unfold subjective interpretation of the novels. Secondary sources supplemented the primary sources. The study was undertaken in the framework of postcolonial theory. The study found that, in the education arena, the writers depict the educational systems in the novels as full of conflicts in comparison to the traditional African education. The education system is found to be characterized by irrelevancy and exemplified by cram work/rote learning, use of a foreign language, authoritarianism and corporal punishment. Besides, the system is portrayed as full of immorality, corruption, bullying and gender based biases. In the area of religion, the Ugandan novelists are found to portray cross-cultural conflicts arising from sexual immorality, religious clashes, hypocrisy, syncretism, baptismal rites, polygamy, and interpretation dilemmas. On the socio-cultural aspect; rape, virginity, arranged marriage, bridal wealth, polygamy, circumcision and community orientation are found to be the major areas of cross-cultural conflicts. We conclude that the society created by the Ugandan novelists is full of cross-cultural conflicts in the educational, religious and sociocultural arenas. These may be fictitious but they represent one historical reality. Several recommendations are made. Further literary scholarship should focus on inter-ethnic cultural conflicts within Africa, or within Ugandan space, which this study has assumed constant. Further studies could also analyse conflicts within the characters in Ugandan novels. Since Ugandan novels are very rich in orality and use of local languages and names, further studies could be undertaken to expand on this phenomena. Further studies may also dwell on the current cultural dynamics in Africa without recourse to the past.
Determinants of Household Demand for Private Secondary School Education in Sheema Municipality
(Uganda Christian University, 2023-09-19) Asiimire Arinaitwe
The purpose of this study was to assess the determinants of household demand for private secondary school education in Sheema Municipality. The study objectives included; to establish the influence of parental education level on demand for private secondary school education in Sheema Municipality, to examine influence of household income status on demand for private secondary school education in Sheema Municipality; and to ascertain the influence of family size on demand for private secondary school education in Sheema Municipality.This study used a cross-sectional survey design. The study population comprised of the Directors of Schools, head teachers, deputy head-teachers, Municipal Inspectors of School, Municipal Education Officer, teachers, students’ representatives and parents’ representatives, equivalent to 186 respondents. These respondents were purposively and simple randomly selected. Questionnaires, interview guide and focus group discussions were used in data collection. These data were analyzed quantitatively and qualitatively. The study findings revealed that the common reasons for choosing private schools is that educated parents believe their children get a superior education; parents who are highly qualified want to provide their children education in private schools; and informed parents always have positive beliefs on the education services provided by private schools to be better thus influencing their decision to school choice. The study results also revealed that family material possessions influences parents’ choice of school for their children; the household income status and household savings influence parents’ choice of school for their children in this community. The study revealed that the number of school going children; children from polygamous family; and children from larger families are the major influence of family size on demand for private secondary school education in Sheema Municipality. Basing on the above, it is concluded that various determinants of household demand has an influence on the private secondary school education in Sheema Municipality. The study recommended that family size should be minimized. This can be achieved through control of child birth, and avoiding polygamous marriages. This shall enhance parents’ ability to have the best choice for their children; and areas of further research were suggested.
Determinants of Organizational Commitment of Staff in Soroti and Tororo Uganda Colleges of Commerce
(Uganda Christian University, 2025-05-28) Susan Kyozira
Introduction: The study aims at examining the determinants of organizational commitment of staff in Soroti and Tororo Uganda Colleges of Commerce. The objectives included: establishing the influence of work environment on organizational commitment in Uganda Colleges of Commerce, ascertaining how career development determines organizational commitment in Uganda Colleges of Commerce, establishing how organizational support relates to organizational commitment in Uganda Colleges of Commerce, and assessing the relationship among work environment, career development, organizational support and organizational commitment. Methodology: A descriptive cross-sectional case study design was adopted. The population involved personnel from the top management, the teaching staff and the non-teaching staff of those selected colleges, totaling to 108 in number. These categories of participants were all selected using simple random sampling since they possessed attributes for the required information. Data collection was done with the help of questionnaires and interview guide; whereas, the collected data was analyzed and reported quantitatively and qualitatively. Results: The findings confirm a relationship between work environment and organizational commitment. This means that a good work environment such as sufficient lighting, air temperature, sound at work, colors and decorations in the workplace, comfortable work space, good infrastructure, adequate facilities and equipment are necessary in improving organizational commitment. In addition, the study confirms a significant relationship between career development and organizational commitment. This implies that organizational commitment cannot be achieved without career development activities like induction, training, coaching, mentorship, job rotations and internal promotions among others. The study further confirms a relationship between organizational support and organizational commitment. This means that staff commitment cannot be expected in a situation where employees are given little or no support at all; that there is need for the organizations to support employees through appreciation and recognition, work-life balance, training grants, supervisor support and others. Conclusion: It is concluded that there is a significant positive relationship (0.237*) between the work Environment and organization commitment. There is also a positive relationship (0.193) between career development and organizational commitment. There is a positive relationship (0.248*) signifying that increased organization support will lead to an improvement on organizations commitment. Recommendations: The institutions should create environments where all other amenities of work should ensure effective interaction and connection between workers; and areas of further research were suggested.

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