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Recent Submissions
Human Activities And Conservation Of Alestes Baremoze Species In Albert Nile, Uganda
(Gulu University, 2023) Titirach Scovia Kerali
The study was carried out between March- May 2022 in Albert Nile on human activities and the conservation of Alestes baremoze (A. baremoze) locally known as the Angara which is one of the highly prized fish species in Uganda. The study was conducted because it was found out that. A. baremoze is one of the most disturbed and highly threatened fish species by human activities on Albert Nile. The objective of the study was to determine measures to minimize the impacts of human activities on Alestes baremoze species on Albert Nile, in Uganda. Qualitative and quantitative designs were used to determine human impacts on Alestes baremoze on Albert Nile. Respondents were, selected using simple random method. Data was collected using questionnaires and key informant interviews. Chi square test was used to compare variables. It was found out that youth contributed to the destruction of Alestes baremoze significantly (P:'. S0.013) and men (78%) were mote actively involved in fishing than women on Albert Nile. Based on the findings, it is recommended that Alestes baremoze should be included among fish species that are regulated by the Ugandan law since it is facing a serious threat of depletion. There should be affirmative action taken to involve youth fishermen in the conservation of fisheries resources.
Universal Secondary Education Capitation Grants And Performance Of Private Secondary Schools In Lira City
(Gulu University, 2023) Yon Teddy Bovine
The study was conducted to examine the contribution of USE Capitation Grants on the Performance of Private Secondary school in Lira City. The study was conducted because of the report which affirms that due to lack of continued USE Capitation Grants, it has led to the closure of some private secondary schools under the Public Private Partnership (PPP) while others are limping towards their closure or sell off due to the schools’ inability to provide Funds for its operation and infrastructural development which was taken care of by USE Capitation Grants. The study population was 88 people, and the sample size was 72 people, which was chosen using purposive and simple random sampling. The study used cross sectional and correlational design, the overall response rate of 88.31%. Key findings USE capitation grants covered tuition fees, and scholastic materials, the finding revealed that USE capitation grants covered tuition fees, and scholastic materials. With regards to level of performance, USE capitation grants on the level of students enrollment, the average results indicated high level of students enrollment (x= 4.30, s = 0.73), USE capitation grants on the level of staff retention, the average results indicated high level of staff retention (x= 3.48, s = 1.11) and USE capitation grants on the level of infrastructural development, the average results indicated very high level of infrastructural development (x= 4.1961, s = 0.7605). The findings show that there is a strong significant correlation between USE Capitation grants and performance of private secondary schools in Lira city (r= 0.800, p < 0.01). The study concluded that there is USE capitation grants covered tuition fees, and scholastic materials, there is very high level of Performance of Private Secondary Schools and a strong significant correlation between USE Capitation grants and performance of private secondary schools in Lira city. The study, therefore, recommends that the private secondary schools should set up income generation project within the schools for example piggery, mushroom growing projects amongst others to help diversify their sources of income, Government should allocate some money [Grants] to support the private secondary schools and also sensitize the public about the withdrawal of USE grants from the private secondary schools.
Instructional Strategies and Academic Performance of Learners with Hearing Impairment in Primary Schools, Nyaravur Sub County- Nebbi District, Uganda
(Gulu University, 2025) Jumadhewun Richard
The major purpose of the study was to examine the influence of instructional strategies on academic performance of learners with hearing impairment in Nyaravur Sub County, Nebbi District. The following specific objectives guided the study; to examine the instructional strategies used in teaching learners with hearing impairment, to examine the academic performance of learners with hearing impairment, and to establish the relationship between instructional strategies and academic performance of learners with hearing impairment. A mixed method was used alongside cross-sectional survey and correlational designs. A sample size of 45 participants and 09 respondents were used which included head teachers, teachers and pupils with hearing impairments. Questionnaire, interview guide and documentary analysis were used as main data collection tools. The key findings were that the mostly used instructional strategies were gestures, sign language, real objects like shapes and clocks among others. Academic performance of learners with hearing impairment in inclusive classes were found to be poor compared to their counter parts who are hearing. Relationship was strong between instructional strategies and academic performance of learners with hearing impairment in inclusive classes. Findings from Pearson’s correlation test showed there was a significant relationship between instructional strategies and academic performance as evidenced by understanding, good academic results, getting to learn in real life situation as p value was 0.02. The tree variables tested under this study was related to academic performance with instructional strategies had the strongest relationship since the p-value was below 0.05. The best suitable instructional strategies according to conclusion were real objects, sign language and gestures that provided visual support which improved understanding and created a more inclusive education. Hence, the study further concluded that there was very strong relationship between instructional strategies and academic performance of learners with hearing impairment in inclusive classes in Nyaravur Sub County – Nebbi District. The study finally, recommended that sign language, gestures, models and real objects be used in all-inclusive schools, Continuous Professional Development especially for teachers in Special Needs Education lastly practical policy documents should be formulated to strengthen the existing relationship.
Investigation of the Relationship between Continuous Professional Development of Teachers on the Implementation of Lower Secondary Curriculum in Gulu City, Uganda
(Gulu University, 2025) Okumu, Benjamin
This study focused on investigating the relationship between Continuous Professional Development (CPD) of teachers on the implementation of Lower Secondary Curriculum(LSC)in Gulu City. The study looked at three specific objectives such as; to examine the status of CPD of teachers in lower secondary in Gulu City, to determine the level of implementation of LSC in Gulu City and lastly to establish relationship between CPD of Teachers and implementation of the LSC in Gulu City. The study was conducted using mixed method characterized by both quantitative and qualitative research approaches to help manage the data better. The study employed a descriptive cross-sectional and correlational survey research design while using questionnaires and interview guides. Data were collected from 202 respondents comprising of 173 teachers, 28 head teachers and the inspector of schools. The data from questionnaires were analyzed using descriptive statistics and regression analysis methods. Data from interviews were analyzed using thematic analysis and the information was narratively presented. Statistical Package of Social Sciences (SPSS) software version 20 was used for analyzing the data. Findings revealed high status of CPD activities among teachers in Gulu City, high level of implementation of the LSC, and strong positive relationship between CPD and LSCi n Gulu City. The study recommends that following; the government, development partners, communities should mobilize funding for effective implementation of LSC; respective school administrations should organize frequent capacity building and refresher courses on LSC implementation termly; and lastly the government through the MoES should develop a tracking systemfor monitoring effective implementation of LSC both at district and national level.
School Inspection and Implementation of Universal Primary Education in Otuke District
(Gulu University, 2026) Areng Bosco
The study examined the influence of school inspection on the implementation of Universal Primary Education (UPE) in Otuke District. The purpose of the study was to determine how school inspection practices influenced the implementation of UPE in government-aided primary schools. The study was guided by three objectives: to examine the effectiveness of school inspection practices, to assess the level of implementation of UPE, and to establish the relationship between school inspection and the implementation of UPE in primary schools in Otuke District. The study employed a mixed research approach and adopted a cross-sectional survey design. Both quantitative and qualitative data were collected to provide a comprehensive understanding of the study variables. The study used a sample size of 355 respondents, comprising 15 headteachers, 148 teachers, and 192 Primary Seven pupils. Data were collected using questionnaires, interviews, and focus group discussions. Inferential statistical analysis revealed a significant positive relationship between school inspection and implementation of UPE (r = 0.45, p = 0.000), indicating that improved inspection practices were associated with better UPE outcomes. Regression analysis showed that school inspection practices explained a significant proportion of variation in UPE implementation (R² = 0.32), implying that 32% of the changes in enrolment, attendance, and completion rates were attributed to inspection practices. Further results indicated that inspection effectiveness significantly predicted UPE implementation (β = 0.41, t = 6.21, p < 0.05), confirming that regular visits, compliance checks, and timely feedback positively influenced school performance. The study concluded that school inspection was positively and significantly associated with the implementation of Universal Primary Education in government-aided primary schools in Otuke District. Regular inspection visits, compliance monitoring, and timely feedback were found to support accountability, improve adherence to education standards, and enhance monitoring of teaching and learning. However, since the study used a cross-sectional design, the findings should be interpreted as evidence of association rather than direct causation.