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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- Items in this community present a concise summary of information that can help readers understand, and likely make decisions about, government policies.
Recent Submissions
The Influence of Parents’ Contribution on Children’s Academic Achievements Among Primary School in Busoba Sub-county, Uganda
(Uganda Christian University, 2025-10-21) Amon Mpumwire
This study investigated the influence of parents' contributions on children's academic achievements among primary schools in Busoba sub-county, Uganda. A cross-sectional research design and quantitative approach were employed to collect data from teachers and parents of primary one to primary seven students. The objectives of the study were; to examine the influence of parents monitoring child’s learning on academic achievements in primary schools in Busoba sub-county; to establish the influence of parents supporting child’s learning at home on academic achievements in primary schools in Busoba sub-county, and to analyze the influence of parents’ participation in decision making on academic achievements in primary schools in Busoba sub-county. A sample of randomly selected respondents was 136 from a population 219 comprising of parents and teachers. But only 134 respondents responded. The study found significant positive influence of parents' monitoring of child's learning (Adjusted R2= .262, p= .000), parents' support for child's learning at home (Adjusted R2= .199, p= .000), and parents' participation in decision-making (Adjusted R2= .183, p= .000), on children's academic achievements. Overall, the three factors contribute 28.2% variance on academic achievements (Adjusted R2= .282). The study therefore concluded that parents’ contribution is of great importance towards a child’s academic achievements. The study recommends that parents need to always monitor their children’s learning and guide them to the right direction since this will help them achieve their academic goals with ease; the school administration need to encourage parents to support their children academically while at home as this will help the children become active and hard working at schools; and finally, the schools need to always engage parents in decision making as most of the decisions made affect parents directly with their children. Therefore, the study's findings contribute to the existing literature on parental contribution and academic achievement, and provide insights for policymakers and educators seeking to improve educational outcomes in Uganda.
Thematic Curriculum Implementation Strategies and Pupils’ Academic Achievement in Selected Public Primary Schools in Kyengera Town Council, Wakiso District
(Uganda Christian University, 2025-11-10) Martin Ssendawula
The study examined the effect of thematic curriculum implementation strategies on pupils’ academic achievement in selected public primary schools in Kyengera Town Council, Wakiso.
The objectives included; to establish the effect of remedial teaching strategy, teacher motivation
strategy and investment in teaching material strategy on pupils’ academic achievement basing on a cross-sectional survey design. The target population comprised of; head-teachers, deputy head-teachers, DOS, and teachers totaling to 106. These were purposively and simple randomly selected. The questionnaires and interview guide helped in collecting the data, and analyzed quantitatively and qualitatively. The study findings revealed that teachers use re-teaching to encourage reading skills, help pupils to understand what they never understood clearly during class lessons. Therefore, remedial teaching strategy has a positive significant effect on pupils’ academic achievement (r=.686**). The study also revealed that allowances encourage teachers to have lesson plans and scheme of work, thus able to have high syllabus content coverage.
Therefore, teacher motivation strategy has a positive significant effect on pupils’ academic achievement (r=.589**). Study findings revealed that teachers use interactive teaching materials to enhance reading skills and encourages self-revision to boost their academic scores. Thus, investment in teaching material strategy has a positive significant effect on pupils’ academic achievement (r=0.687**). The study concluded that thematic curriculum implementation
strategies have a significant effect on pupils’ academic achievement in public primary schools
in Kyengera Town Council. The study recommended that school administrators and curriculum implementers to organize workshops and refresher courses aimed at extending skills to teachers
on how best they can run thematic curriculum in schools; and areas of further research were
suggested.
Motivation Strategies and Teachers’ Performance in Selected Public Secondary Schools in Mbale City
(Uganda Christian University, 2025-10-25) Sarah Nandudu
This study explored the effect of motivation strategies—specifically salary enhancement, promotion, and rewards—on teacher performance in some selected public secondary schools in Mbale City, Uganda. The study utilized a mixed-methods design involving quantitative data collected through standardized questionnaires as well as qualitative findings. Outcomes revealed that while salary enhancement was highly valued by teachers and had a significant impact on motivation and performance, its statistical impact on variation in performance was minimal (1.1%), which must mean that there are other important factors at play. Promotion, as it was statistically significant (25.6% explanation of variance), was marred by perceived injustice, procedural lack of transparency, and weak correlation with professional development. Rewards, and more precisely non-monetary and individual-oriented rewards, were seen to be applied unsystematically with a low mean rating of influence, although they correlated positively with performance by teachers (48.1%). However, multiple regression analysis showed that rewards and promotion had negative correlations with task performance, indicating systemic dissatisfaction and defects in implementation. Strategies for motivation are of utmost significance, yet nonetheless contingent upon a range of matters, including transparency, fairness, punctuality, and integration with broader professional development framework advice. Institutional change in the reward system, frequent salary reviews, condensed promotion requirements, and acceptance of the significance of financial and non-financial motivators will significantly influence the facilitation of an increasingly actively engaged high-performing teaching staff.
Human Resource Practices, Perceived Organisational Support and Job Satisfaction: The Case of Mukono Government Hospital
(Uganda Christian University, 2025-11-10) Christine Nabadda Mpaulo
This study examined the relationship between human resource (HR) practices, Perceived Organizational Support (POS), and job satisfaction at Mukono government hospital. Specifically, it explored the relationships between HR practices and job satisfaction, HR practices and POS, and POS and job satisfaction. Additionally, the study assessed the mediating effect of POS on the relationship between HR practices and job satisfaction. A descriptive case study design was adopted, with qualitative and quantitative research approaches. Data was collected from 81 respondents using questionnaires and 9 key informant interviews. Regression results show that HR practices (β = 0.399, p < .001) and POS (β = 0.637, p < 0.001) positively influence job satisfaction and jointly account for 58.6% of the variations in job satisfaction (Adj R 2 = 0.586). HR practices were further found to positively influence POS (β = 0.232, p < .05). POS was also found to mediate the relationship between HR practices and job satisfaction (β = 0.358, p > .001). Based on these findings, the study concluded that HR practices are critical in enhancing job satisfaction. POS independently improves employee satisfaction and mediates the relationship between HR practices and job satisfaction. It is recommended that the hospital management should enhance HR practices by providing better working conditions, offering fringe benefits, and
creating growth opportunities to improve job satisfaction. Additionally, HR practitioners should foster a supportive work environment that values employee well- being to strengthen perceptions of organizational support and further enhance satisfaction levels among staff.
School Management Committees and Academic Performance of Pupils in Selected Universal Primary Schools in Bugangari Sub-County, Rukungiri District
(Uganda Christian University, 2025-11-05) Paul Mujuni
The study sought to establish the role of school management committees on academic performance of pupils in selected Universal Primary schools in Bugangari Sub-County, Rukungiri District. The study was guided by three specific objectives; to establish how motivation role of SMCs influences pupils’ academic performance in UPE schools, to investigate how monitoring role of SMCs influence pupils’ academic performance in UPE schools and to analyze how administration role of SMCs affect pupils’ academic performance in UPE schools. A case study design was used in this research with qualitative methods of data collection, presentation and analysis. The findings of the study by Interviews revealed that school management committees conducted their roles; administrative and management roles, school monitoring and motivation of staff. It was found out that this was done through three main approaches that included holding meetings and follow up on resolutions; infrastructure and financial management; as well as planning and decision making. Inconclusion therefore, SMCs play a crucial role towards pupils’ academic performance. Basing on the findings and conclusion of the study, the researcher recommended that School
Management Committees should promote collaboration and feedback among teachers: as it will help improve teaching practices and student outcomes