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Tutors’ Instructional Approaches and Students’ Learning Outcomes in Teacher Training Institutions in Northern Uganda.
(Gulu University, 2026) Ochola, Esther Lucy
This study investigated the relationship between tutors' instructional approaches and student learning outcomes in Teachers' training institutes in Northern Uganda. Guided by Vygotsky’s Social Constructivist Theory and Bandura’s Social Learning Theory, specifically, examined the status of tutors instructional approaches in teacher training institutes in Northern Uganda, assessed the level of students learning outcomes in teacher training institutes in Northern Uganda and established the relationship between tutors instructional approaches and students learning outcomes in Teachers training institutes in Northern Uganda . A descriptive correlational survey design was adopted, collecting quantitative and qualitative data through structured questionnaires and observation checklists administered to college tutors and student teachers across the region. Findings for Research Question 1 revealed that the level of tutors' instructional approaches in Core PTCs was high (M = 3.24, SD = 0.42), demonstrating strong administrative preparation, curriculum alignment, and subject matter mastery, though active facilitation and educational technology integration remained moderately executed. Findings for Research Question 2 indicated that the level of student teachers' learning outcomes was also high (M = 3.18, SD = 0.39), characterized by strong cognitive content mastery, administrative planning skills, and professional ethics, alongside relative weaknesses in practical classroom differentiation and diagnostic formative feedback. Regarding Research Question 3, inferential analysis established a statistically significant, strong positive relationship between tutors' instructional approaches and student teachers' learning outcomes (r = .682$, p < .01). The study concludes that tutors' instructional methods serve as the primary behavioral and cognitive template for prospective educators, directly shaping their acquired classroom competencies. To sustain and improve these standards, it is recommended that the Ministry of Education and Sports and college leadership modernize ICT infrastructure, reduce class sizes, and implement continuous professional development targeting active facilitation, differentiated instruction, and technology-supported pedagogy for college tutors
Instructional Supervision and Teacher Effectiveness in Government Aided Secondary Schools in Kwania District
(Gulu University, 2026) Acut, Geoffrey
The purpose of the study was to investigate the influence of instructional supervision on teacher effectiveness in Government aided secondary schools in Kwania District. The study was guided by three objectives; to assess the level of instructional supervision in government aided secondary schools, to examine the level of teacher effectiveness in government aided secondary schools and to establish the relationship between instructional supervision on teacher effectiveness in government aided secondary schools in Kwania District. The study used concurrent/ convergent research design involving mixed method approach. A total of 220 respondents were sampled. The findings revealed that most teachers perceive supportive supervision as generally effective, especially in terms of receiving constructive feedback and encouragement to collaborate. A study also revealed that instructional supervision, particularly through instructional leadership, plays a significant role in enhancing teacher effectiveness in government-aided secondary schools in Kwania District. The study concludes that while instructional supervision in government-aided secondary schools demonstrates promising elements particularly in supportive and collaborative approaches its effectiveness is limited by inconsistent implementation and communication gaps. The study recommends Ministry of Education and Sports (MoES) should develop and enforce a national policy framework mandating regular, classroom-based instructional supervision in government-aided secondary schools. This framework should emphasize developmental supervision through feedback, coaching, and mentoring rather than compliance-based assessments. Study also recommends District Education Officers (DEOs) should facilitate regular supervision visits to schools to assess the quality and consistency of teachers’ planning and classroom management practices. They should also gather and share best practices across schools within the district to address common gaps and encourage peer learning.
In-Service Teacher Training and Inclusive Education in Selected Primary Schools in Karenga District
(Gulu University, 2026) Ochen, Paul Pax
This study was conducted on In-Service Teacher Training and Inclusive Education in Selected Primary Schools in Karenga District. It was guided by the following objectives; to assess the level of in-service teacher training in selected primary schools, to assess the status of inclus ive education in selected primary schools and to examine the relationship between in-service teacher training and inclusive education in selected primary schools in Karenga District. The study used cross-sectional survey research design and data were collected using questionnaires, interviews and observation checklist from 223 respondents. Interview data were analysed using descriptive statistics. Descriptive statistics was also used to analyse background information of respondents, objectives one and two. Pearson correlation was used to analyse the relations hip between in-service teacher training and inclusive education in selected primary schools (objective three). The findings indicate that in-service teacher training in the selected primary schools is generally high, with teachers benefiting from continuous professional developme nt opportunities such as workshops, refresher courses, training sessions and support from education authorities. The findings show a strong, positive and statistically signific ant relationship between in-service teacher training and inclusive education in selected primary schools (r = 0.718, p = 0.000, N = 166). The study concluded that in-service teacher training is generally well established in the selected primary schools and has positively influe nced teachers’ instructional and assessment practices, that the status of inclusive education in the selected primary schools is generally very high and that there is a strong and statistica l ly significant positive relationship between in-service teacher training and inclusive education in selected primary schools. The study recommended that the Ministry of Education and Sports, in collaboration with district education offices and teacher training institutio ns, should intens ify and institutionalize regular inclusive education-specific in-service training programmes, that the Ministry of Education and Sports and education stakeholders should strengthen continuo us and practical-based inclusive education training programmes that emphasize hands- on classroom differentiation strategies, disability-specific pedagogy, and sustained mentoring support and that the Ministry of Education and Sports and relevant education stakeholders should strengthen structured, continuous and practical-based in-service teacher training programmes specifically focused on inclusive education, while also integrating school-based mentoring and follow-up support.
Hygiene Management and Girl Child Education in Secondary Schools in Amuru District, Uganda
(Gulu University, 2026) Adoch, Irene Lamwaka
This study investigated the relationship between hygiene management and girl child education in secondary schools in Amuru District, Uganda. The study was guided by three objectives: to explore hygiene management practices in secondary schools, to assess the level of girl child education, and to examine the relationship between hygiene management practices and girl child education. A mixed-methods research design employing both quantitative and qualitative approaches was adopted. Data were collected from 201
respondents comprising girl students, teachers, senior female teachers, head teachers, and the District Inspector of Schools using questionnaires and interview guides. Quantitative data were analyzed using frequencies, percentages, means, Pearson Product Moment Correlation, and linear regression analysis, while qualitative data were analyzed thematically. The findings revealed that many schools had inadequate sanitation facilities, limited handwashing facilities, insufficient water supply, inadequate menstrual hygiene materials, lack of changing rooms, and poor environmental cleanliness. The study further established that girl child education was affected by menstruation, sickness, hygiene-related challenges, and household responsibilities, which negatively influenced attendance, participation, concentration, and academic performance. Correlation analysis revealed a strong positive and statistically significant relationship between hygiene management practices and girl child education, while regression analysis showed that hygiene management practices explained 69.7% of the variation in girl child education (R² = .697). Menstrual hygiene management emerged as the strongest predictor of educational outcomes, followed by sanitation facilities, school cleanliness, and health education programmes. The study concluded that hygiene management practices significantly influence girl child education and that improvements in sanitation facilities, menstrual hygiene management, environmental cleanliness, and health education programmes enhance attendance, participation, retention, and academic performance among girls. The study recommends increased investment in sanitation infrastructure, provision of menstrual hygiene materials, establishment of changing rooms, strengthening of health education programmes, and enhanced collaboration among schools, parents, government agencies, and development partners to improve girl child education in secondary schools within Amuru District.
School Environment and Students’ Academic Performance in Government-Aided Secondary Schools: A Case Study of Northern Division, Mbale City.
(Gulu University, 2026) Namisano, Alex
The study was on the relationship between school environment and the level of students’ academic performance in government-aided secondary schools in Northern Division, Mbale City. The objectives were to examine the nature of physical school environment in government-aided secondary schools, to examine the level of academic performance in government aided secondary schools and to determine the relationship between the physical school environment and academic performance in government aided schools of Northern Division in Mbale city. Number of science laboratories, Number of libraries, Number classroom facilities, Number of textbooks, Presence of shades with seats, Presence of talking compounds, Presence of school farms, Presence of playgrounds denoted school environment and Grades at UNEB, students’ projects and mock assessments denoted the level of students’ academic performance in government-aided secondary schools in Northern Division of Mbale City. The study was conducted using a cross-sectional research design; data were collected from 120 respondents using questionnaire and interview guide. Questionnaire and interview data were analysed using descriptive statistics to determine the nature of physical school environment in government-aided secondary schools, to examine the level of academic performance in government aided secondary schools (objectives one and two). Pearson correlation used to analyse objective three using data from objectives one and two. The findings indicated that the physical school environment across the sampled schools is generally functional but characterized by significant disparities. Students report strong performance in national examinations, supported by competent teachers and a school culture that places high value on academic excellence. The findings show a moderately strong and statistically significant positive correlation (r = 0.470, p < 0.01) between the physical school environment and students' academic performance. The study concluded that although the physical learning environment in schools is moderately adequate, significant inconsistencies and inequalities in infrastructure across institutions negatively influence the quality of teaching and learning, thereby affecting students’ educational experiences and outcomes. The study concluded that although learners perceive their academic performance positively and benefit from strong teacher quality and school culture, significant inequalities in resources and learning conditions persist across schools. The study concluded that the physical school environment plays a vital and statistically significant role in determining students’ academic performance. It is recommended that government and education stakeholders prioritize targeted infrastructure investment, specifically directing resources toward the most under-resourced schools, recommended that education authorities prioritise targeted resource allocation and infrastructural improvement in the most disadvantaged schools and recommended that policymakers, school administrators and government stakeholders increase targeted investment in school infrastructure, focusing especially on upgrading classrooms, enhancing sanitation, improving lighting and ventilation and providing adequate learning materials.