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Secondary Schools Science and Mathematics Teaching Approaches and Students’ Performance in Sciences and Mathematics in Amuru District, Uganda.
(Gulu University, 2024) Labongo Henry Mutyaba
The purpose of the study was to investigate the influence of Secondary School Science and Mathematics Teachers (SESEMAT) teaching approaches on students’ performance in Science and Mathematics in Secondary Schools in Lamogi Sub-county, Amuru District. The study was guided by the following specific objectives; to determine the level of implementation of SESEMAT Teaching approaches of ALEI- PIEI in Secondary schools, to assess the level of students’ performances in Sciences and Mathematics, and to establish the relationship between implementation of SESEMAT teaching approaches of ALEI- PIEI and students’ performance in Sciences and Mathematics in Lamogi Sub-county, Amuru District. Data was collected from 394 respondents using questionnaire. The study also used cross-sectional. Data was analyzed using SPSS version 25.0. Research question 1 and 2 were analyzed using ANOVA, research question 3 was analyzed using multiple linear regression. The finding revealed that School 2 (4.27) had the highest level of implementation of SESMAT. Teachers with master's degree had the highest level of implementation of SESMAT 4.27. Teachers with 6-10 years' experience had the highest level of implementation of SESMAT 4.33. Senior three had the highest level of implementation of SESMAT 4.07. The ANOVA statistics showed that School 1 had the highest level of students’ performance 4.21, followed by 3.60, Teachers with bachelor's degree had the highest level of students’ performance 4.22, and teachers with 6-10 years' experience had the highest level of students’ performance 4.28. The multiple linear regression analysis identified evaluation (p = 0.000) as the strongest influencer of academic performance, along with improvisation (p = 0.010), and activity-based teaching p = 0.038, while other approaches showed no significant associations with academic performance. The study concluded that there is a strong association between evaluation, activity-based teaching and improvision with students’ performance. The study recommended strengthening implementation of activity-based teaching, providing teacher, training and professional development, foster student participation and engagement, improve access to resources, promote community involvement.
School Environment and Inclusive Education of Learners with Visual Impairment in Secondary Schools: A Case of Selected Secondary Schools in Gulu City, Uganda
(Gulu University, 2024) Okete. Martin
This study examined the influence of ‘the school environment on inclusive education for learners with visual impairment in Gulu City, a case of Bar-edge-Layibi Division.The objectives of this study as mentioned below. i) To assess the status of the school environment for inclusive secondary schools in Gulu city for people with visual impairment, ii) To examine the level of inclusive education for visually impaired learners in secondary schools in Gulu city and iii) To establish the relationship between school environment and inclusive education of learners with visual impairment. This study consisted of all the teachers in selected secondary schools in Gulu City, all head teachers in selected secondary schools in Bar-edge Layibi division Gulu City, all learners in selected secondary schools in Bar-edge Layibi Gulu City, all heads of department special needs in secondary schools in Bar-edge Layibi division Gulu City and visually impaired learners. Data was collected using four methods namely; individual in-depth interviews, self-administered questionnaires, and document analysis were used to gather the information required for this research. The findings regarding the physical environment indicated that it was suitable for promoting Inclusive Education. Furthermore, Leven's test revealed that there was no significant variation in the condition of the physical learning environment.. Implying therefore that both schools have made visible efforts to ensure students with visual impairments are accommodated in the school environment. Similarly, the social learning environment was a significant factor in determining Inclusive education for learners with visual impairment with a t-test value (t = 0.094, p> 0.05). The findings indicated that there were no notable disparities in the state of the social learning environment within schools. On the level of inclusion among the visually impaired learners, Study findings revealed that the level of inclusion of learners with visual impairment was not significantly different in the two inclusive schools (p<0.01), in terms of context. While the values were statistically significant for resources and the process of Inclusion. Implying therefore that resources are important for learners with visual Impairment. On the relationship between school environment and inclusive education, the study findings revealed that there is a strong statistically significant correlation between School Environment (Physical and social) and Inclusive Education (Context, Resource & Process). In conclusion, the study therefore concludes that the success of Inclusion for Learners with Visual Impairment is dependent on the learning environment (Physical and social). Therefore, the school environment (Physical and Social) is important antecedent for Inclusive Education. We recommend that Government policymakers and the school system uphold Inclusive Education virtues (Context, Resources, and Process) to enhance learning for all learners besides, the Government should invest heavily in a social learning Environment which was found to be a strong predictor of Inclusive Education.
Financial Management and Effectiveness of Universal Secondary Education (USE) Programme in Oyam District
(Gulu University, 2026) Okwir Patrick James
Financial management have gained importance in Uganda's education sector, particularly withinitiatives such as the Universal Secondary Education (USE) programme. Launched in 2007, theaim of USE was to increase access to secondary school and ease the financial burden on familiesby covering the tuition fees of eligible students. However, while USE has boosted enrollmentrates, it has also created financial management challenges affecting the sustainability and impact
of the programme. This study examined the relationship between financial management practices and the effectiveness of the Universal Secondary Education (USE) programmes in secondaryschools within Oyam District, Uganda. Focusing on key financial management components planning, organizing, directing, and controlling. The study assessed their impact on critical USE indicators of the use of funds, such as student enrollment, retention, completion rates, and academic performance. Using a mixed-methods approach, quantitative data were collected from 290 respondents via structured questionnaires, complemented by qualitative insights from key informants, including district education officer and school administrators. The findings revealed that effective financial management is an important factor in the successful implementation of USE programme, with a strong positive correlations between financial planning (r = 0.642),organizing (r = 0.611**), directing (r = 0.688**), and controlling (r = 0.603**) and overall programme effectiveness (p < 0.01). Comprehensive financial planning and budgeting were linked to higher enrollment and retention, while clear organizational structures and transparent governance enhanced accountability and community engagement. The results of the study show that to optimize the use of financial resources by the USE, focus must be given to financial directing, while prioriting essential activities such as student support, enhancing academic outcomes, and robust financial control, facilitated by timely monitoring and corrective actions.Additionally, teacher quality and parental involvement were identified as key moderating factors that enhance the positive impact of financial management on programme success. Despite these gains, challenges were identified, such as delayed funding, limited school resources, and indirect costs of education, which hampers the effectiveness of the programme. The study recommends timely funding, support for mentorship and counseling initiatives by the district education officer and promotion of community involvement. Policymakers are encouraged to strengthen monitoring and evaluation systems, foster partnerships between schools and stakeholders, and to develop policies to address indirect education costs in order to improve access and equity. The study also calls for further research on the sustainability of financial management practices and the potential role of digital technologies in enhancing accountability. The findings have implications for education authorities and policymakers in in Uganda in improving the quality and implementation of free secondary education.
Exploring the Determinants of Entry Grades and Challenges Faced by Students Admitted to Public Universities in Uganda through Direct Entry Schemes?
(African Higher Education, 2025) Aciro,Rosalba; Oriangi,George; Openjuru, George Ladaah; Onen, David; Rasmussen,Palle; Ezati,Betty Akullu
Entry into public universities in developing countries is highly competitive, presenting significant opportunities for aspiring students. While existing research primarily
focuses on determinants of academic performance during university studies, there is limited exploration of factors influencing entry grades and challenges faced by students while at the university. Using the Input-Transformation-Output model, this research examines determinants of students’ entry grades and challenges encountered by students in Gulu University in Northern Uganda and Makerere University in Central Region. Data on determinants of students’ entry grades and insights into challenges faced by students while at the university were collected using key informant interviews and analysed using content analysis. Findings revealed that the programme of study, entry scheme, selection criteria, entry academic performance, and intake capacity determined students’ entry grades. Students face numerous challenges, including inadequate facilities for those with disabilities, difficulties balancing academics with co-curricular activities, lack of career guidance, financial constraints, insufficient learning materials, limited internet access, high student-teacher ratios, and social obstacles. The study highlights the complex determinants of entry grades and the diverse challenges faced by students in Ugandan public universities and proposes targeted interventions to address these issues, thereby fostering academic success and equitable opportunities for all students.
Students’ Discipline and Practical Skills Acquisition among Carpentry and Joinery Students, a Case of Technical Institutes in Lango Sub-Region.
(Gulu University, 2025) Otee Joel
The study investigated the relationship between students’ discipline and practical skills acquisition among carpentry and joinery students in selected technical institutes within Lango Sub-Region. The theory that underpinned the study was Skills Acquisition theory, developed by Rod Ellis and Shritani (2013). The purpose of the study was to determine how various dimensions of discipline, including time management, respectful interactions and active participation influence the acquisition of practical carpentry and joinery skills. The study was guided by four objectives: To examine the relationship between time management/punctuality and practical skills acquisition, To explore the influence of students’ respectful interactions on practical skills development, To investigate the impact of student participation on practical competencies and To determine the overall relationship between students’ discipline and the acquisition of practical skills. A mixed-methods research design was employed, involving a sample of 97 respondents drawn from each selected technical institutes, including students, instructors, departmental heads, principals and their deputies. Quantitative data were collected using structured questionnaires and analyzed through Pearson correlation and linear regression data analysis. While qualitative data were gathered through interviews and analyzed thematically to provide contextual insights. The research findings revealed strong positive relationships between all dimensions of students’ discipline and practical skills acquisition with students’ time management (r = .689**, p < 0.01), respectful interactions or behaviour (r = .755**, p < 0.01) and students’ participation (r = .682**, p < 0.01). These results indicated that disciplined students through effective time management, respectful interactions, behaviour or communication and active participation demonstrated higher proficiency in practical carpentry and joinery tasks. The study concluded that fostering discipline in technical education is critical for enhancing both technical competencies and professional attitudes, thereby improving employability and workplace readiness. Based on these findings, it was recommended that technical institutes implement structured programs and mentorship initiatives to promote self discipline, encourage collaborative respectful interactions and provide opportunities for active participation to strengthen practical skills acquisition among students.