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Career Guidance and Students` Academic Motivation to Learn in Secondary Schools in Kilak South County
(Gulu University, 2026) Loum Janan Louis
This study investigated the relationship between Career Guidance and Students` Academic Motivation to Learn in Secondary Schools in Kilak South County. The motivation for this research was the general outcry by the different stakeholders in education within Kilak South County community about low level of academic motivation to learners among secondary school children in Kilak South Secondary schools despite several interventions intended by several stakeholders to ensure that students are motivated to learn. The study objectives were to determine the status of career guidance, the level of academic motivation to learn and the relationship between career guidance and students` academic motivation to learn among secondary school students in Kilak South County. The researcher adopted a mixed method approach. Data was collected from students, teachers, career masters/mistresses, head teachers, District Education Officer in charge of guidance and counselling (totaling up to 467 respondents). The researcher used simple sampling techniques and purposive sampling respectively in selecting respondents. Questionnaire and interview guide were used in collecting data. The data were analyzed using descriptive statistics (Standard Deviation) and Pearson Coefficient Matrix. The findings revealed that there is a positively high status of career guidance in secondary schools in Kilak South County. For instance, from the total samples an average SD = 0.85 agreed that there is high status of career guidance. The finding further revealed that the level of motivation amongst secondary school students in Kilak South County is high. For instance, an average of 89% of respondents agreed that there is high level of students` academic motivation to learn in secondar schools in Kilak South County. Finally, the study confirmed that there is a positive relationship between career guidance and student` learning motivation among secondary school students in Kilak South County to be statistically significant and have a positive link (p<0.01). This therefore means that career guidance should be strengthened further in secondary schools in Kilak South County and more efforts should be devoted to career guidance to maintain high standards of motivation. The high status of career guidance that the respondents agreed that it existed in their secondary schools is evident enough to conclude that secondary schools in Kilak South County practice various career guidance activities. Secondly, the high level of students` academic motivation to learn in secondary schools in Kilak South County as indicated in the various responses given by respondents ruled out the claim by community of Kilak South County that there is low level of students` academic motivation to learn in secondary schools in Kilak South County. The following the lessons were learnt from the study; great importance should be attached to career guidance because it plays key role in motivating students to learn. Secondly, academic motivation to learn is not solely influenced by career guidance. Lastly, there is close positive link between career guidance and students` motivation to learn in secondary schools in Kilak South County. Recommendations; school administrators should further strengthen career activities in their schools by allocating more time and mobilizing for career guidance activities in their respective schools. Students should be encouraged and motivated to learn by every stakeholder especially those ones without the school environment instead of leaving career teachers alone to do the motivate them to learn. This can be done through recognizing and rewarding students with outstanding academic performance among other interventions. Now that career guidance was found not to be a factor that leads low students` academic motivation to learn, subsequent study can be conducted to establish factor leading to the low students` academic motivation to learn in secondary schools in Kilak South County.
The role of parents and implementation of home-based learning under covid-19 pandemic: a study of learners in Lamwo district
(Gulu university, 2026) Akello Faith
The COVID-19 pandemic forced an unprecedented shift in education systems globally including Uganda where schools were closed for extended periods. This dissertation examines the success, outcomes, and challenges of home-based learning during the COVID-
19 pandemics in Lamwo District, Northern Uganda. The study aimed to assess the role of parents, to explore the roles of parents, to establish parents’ competence, to investigate the success of home-based learning and explore the challenges faced by the parents in
implementing home-based learning in Lamwo District during COVID- 19 pandemic. A mixed-methods approach was used, combining quantitative surveys with qualitative interviews. Data were collected from parents, head teachers, stakeholders and learners in
selected primary schools within Lamwo District. Categorical variable was summarized using frequencies and percentages. The study found that home-based learning outcomes were largely shaped by parental involvement, with higher academic performance in households where parents actively participated in their children's education. However, widespread challenges such as limited access to technology, unreliable electricity and inadequate learning materials significantly hindered learning for many learners. Additionally, the study highlighted inadequate time allocated by parents for learning by learners, exacerbated by the lack of monitoring and supervision during the pandemic. The study concludes that addressing these challenges requires a more inclusive approach that ensures equitable access to learning materials, improved infrastructure and greater support for parents. The study reveals parents in Lamwo District struggle with home-based learning due to material shortages, digital access barriers, knowledge gaps, unconducive environments, and assessment difficulties, significantly hindering educational implementation. The study recommends; integrating parental support, quality learning materials, government-private partnerships, broadcast education, community involvement, and effective monitoring to enhance educational outcomes.
Curriculum Implementation and Practical Skills Development among Trainees of Agriculture in TVET Institutions in Gulu City and Omoro District
(Gulu University, 2026) Rwotomiya Victor
This study examined the relationship between Curriculum Implementation and Practical Skills Development among Agriculture Trainees in Technical and Vocational Education and Training (TVET) institutions in Gulu City and Omoro District, Uganda. The study was guided by three objectives: To Assess the Status of Curriculum Implementation among Agriculture Trainees, to examine the Level of Practical Skills Development, and to establish the Relationship between Curriculum Implementation and Practical Skills Development. The study adopted a Convergent parallel mixed-methods Design that combined Quantitative and Qualitative Approaches. Data were collected from 133 trainees, 10 instructors, and 7 administrators using Questionnaires and Interview Guides. Quantitative data were analyzed using Descriptive and Inferential Statistics, including Pearson Correlation. Qualitative data were analyzed thematically. The findings revealed that Curriculum Implementation in the selected TVET institutions was largely competency-based and practice-oriented, characterized by regular practical sessions, field engagement, and active instructor support. Results further indicated that trainees had attained relatively high levels of practical agricultural skills, particularly in hands-on farm activities, teamwork, problem solving, and workplace readiness. However, gaps were identified in specialized technical competencies, especially in the operation and maintenance of agricultural machinery and equipment. Correlation analysis established a statistically
significant moderate positive relationship between curriculum implementation and practical skills development (r = .464, p < .01), indicating that improvements in Curriculum Implementation were associated with higher levels of practical skills acquisition among trainees. The study concluded that effective Curriculum Implementation plays a critical role in enhancing practical skills development in agricultural TVET institutions. It recommends increased investment in instructional resources, modern training equipment, instructor capacity development, and stronger partnerships between TVET Institutions and industry to strengthen competency-based learning and improve graduate employability.
Parental Involvement on Pupils’ Retention in Universal Primary Education Schools in Mucwini Sub-county, Kitgum District
(Gulu University, 2026) Lakot Christine Canogura
This study examined the influence of parental involvement on pupils’ retention in Universal Primary Education (UPE) schools in Mucwini Sub-county, Kitgum District. The study was guided by three objectives: to establish the forms of parental involvement, to determine the level of pupils’ retention, and to examine the relationship between parental involvement and pupils’ retention. The study was anchored on Tinto’s Student Retention Model and complemented by Epstein’s Model of Parental Involvement. A convergent parallel mixed methods design was adopted, in which quantitative and qualitative data were collected concurrently, analysed separately and merged during interpretation. A sample of 400 respondents was determined using Yamane’s formula. Five UPE schools were selected purposively; parents/guardians, teachers and pupils were selected through stratified and simple random sampling, head teachers through census, while SMC members and education officers were selected purposively. Data were collected using a structured questionnaire and a semi-structured interview guide, whose content validity (CVI = 0.93) and reliability (Cronbach’s α = 0.874) were confirmed before use. Quantitative data were analysed using descriptive statistics, Pearson correlation and multiple regression, while qualitative data were analysed thematically. Regarding objective one, provision of scholastic materials (Mean = 3.84) and school-based involvement (Mean = 3.74) were the most practised forms of parental involvement, while home-based involvement was the least practised (Mean = 3.38). Regarding objective two, completion was high (Mean = 4.06), but regular attendance was moderate and absenteeism remained a challenge in some schools. Regarding objective three, parental involvement had a moderate, positive and significant relationship with pupils’ retention (r = 0.471, p < 0.01), and the null hypothesis was rejected. The four forms of parental involvement explained 20.6% of the variation in pupils’ retention (Adjusted R² = 0.206), which rose to 57.1% (Adjusted R² = 0.571) when socio-economic status, government policy and school environment were added, with school environment being the strongest predictor (β = 0.501, p < 0.001). The study concluded that parental involvement significantly improves pupils’ retention, especially where the school environment and household conditions are supportive. It recommended strengthening home school partnerships, improving implementation of UPE policy, improving school environments and supporting vulnerable households so that learners remain in school until completion.
Students’ Leadership and Students’ Discipline in Secondary Schools in Pader District
(Gulu University, 2025) Okot Jimmy
Student discipline is a cornerstone of effective learning environments, yet secondary schools in Uganda continue to face challenges of indiscipline. This study investigated student leadership and student discipline in secondary schools in Pader District. Specifically, it examined three objectives; (i) the level of student discipline, (ii) level of involvement of student leadership in the management of discipline, and (iii) the relationship between level of involvement of student leadership in the management of student’s discipline and the level of student’s discipline. The study employed a mixed-methods cross-sectional design, using questionnaires for students, student leaders, and disciplinary committee chairpersons, alongside interviews with head teachers. A sample of 486 respondents was selected from 13 secondary schools through purposive and simple random sampling. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analyzed thematically. Findings revealed that the overall level of student discipline was high, especially in dress code and respect for teachers, though it was comparatively low in areas of punctuality and authority relations. Student leaders were significantly involved in supervision, monitoring, and mediation, but less effective in welfare-related issues. A strong positive relationship (r = 0.514, p < 0.05) was found between student leadership involvement and student discipline, with supervision and mediation emerging as the strongest predictors. The study concludes that student leadership plays a critical role in promoting discipline but is underutilized in welfare management, which is a frequent trigger of unrest. It recommends that; school administrators and teachers to provide induction and regular training for student leaders to equip them with skills in supervision, mediation, and leadership ethics, involve student leaders more actively in decision-making on welfare issues. Student leaders to embrace their roles with responsibility, fairness, and integrity to build trust among peers and staff and strengthen their mediation and peer counseling role, finally Ministry of Education and Sports (MOES) and policymakers to develop policies and guidelines that formally recognize the role of student leaders in discipline management, support capacity-building programs for teachers and student leaders on participatory discipline management and encourage schools to adopt democratic and transparent methods of electing student leaders.