Browsing by Author "Gloria Lamaro"

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    Job Satisfaction and Teachers’ Performance in Secondary Schools in Gulu District
    (East African Journal of Education Studies eajes.eanso.org, 2024-05-21) Gloria Lamaro; Proscovia Daphine Okello
    Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias.
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    Level of Students’ Achievements in Co-Curricular Activities in Schools
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Jussy Hakiigaba Okello; Gloria Lamaro; Jerry Bagaya
    This research focused on examining students' achievement in co-curricular activities (CCAs) in secondary schools in Gulu City. The objective of this study was to establish the level of students’ achievements in co-curricular activities in secondary schools in Gulu City. The number of medals won, number of trophies won, number of excelling students representing the school, City, Country, number of certificates obtained, number of scholarships awarded and number of records set at competitions denoted the level of students’ achievements in co-curricular activities. The study was conducted using a correlational design. Data was collected using questionnaires featuring closed-ended questions categorised into sections. Section A focused on background information, requiring respondents to select the most relevant option. Section B addressed the level of students’ achievements in CCAs, with respondents indicating their agreement or disagreement using a five-point Likert Scale, interviews; a structured guide was employed, encompassing background information in part A and questions on students' achievements in part B and observation surveys from 218 respondents. Interview data was analysed using descriptive and inferential statistics, data from observation was analysed narratively and descriptive statistics analysis was used to determine the level of students’ achievements in secondary schools. Ordinal regression was used to analyse the data. The findings were presented in the form of tables and narratives from interviews. The results of the findings indicated that the majority (55.6%) of respondents agreed that the level of students’ achievements in co-curricular activities was high. The status of excelling students in CCAs in the city at all levels was high. The study recommended that the government should prioritise funding for co-curricular activities from grassroots to national levels, focusing on talent identification and development. City leaders should lobby development partners and the central government for adequate funding. School head teachers should strategise for promoting co-curricular activities and talent development.
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    Leveraging Problem-Based Learning (PBL) to Cultivate Critical Thinking Skills in Graduate Education: A Framework for Advancing the Higher Education Ecosystem
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Gloria Lamaro; Joseph Kimoga
    The increasing complexity of global challenges demands that graduate education prioritise the development of critical thinking and problem-solving skills. Problem-based learning (PBL) offers a promising pedagogical approach that facilitates deeper learning by engaging students in real-world problems that require analytical thinking and collaborative solutions. This paper explores the potential of PBL to foster critical thinking skills in graduate education, outlining its effectiveness in enhancing students' ability to apply theoretical knowledge to practical contexts. The study examines the integration of PBL into higher education curricula as a means to not only improve cognitive abilities but also contribute to the advancement of the academic ecosystem. The paper presents a comprehensive framework for implementing PBL, addressing key strategies, benefits, and challenges associated with its adoption. It concludes with recommendations for educators and administrators to effectively incorporate PBL into graduate programs, ensuring that students are equipped with the critical skills necessary for navigating contemporary societal and professional challenges.
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    Management of Students’ Discipline and Academic Performance in Schools
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Okidi Jacqueline Aber; Gloria Lamaro; Nicholas Gregory Okello
    This study examined the management of students’ discipline and its relationship with academic performance in secondary schools in Gulu Municipality. The objectives were to assess the level of discipline management, determine academic performance levels, and explore the correlation between discipline management and academic outcomes. A cross-sectional correlational survey design was employed, utilising both quantitative and qualitative methods. A sample of 384 respondents (188 students and 186 teachers) was randomly selected from 10 secondary schools. Data collection tools included self-developed questionnaires, document analysis, and interviews. Data analysis involved ANOVA, mean scores, and Spearman’s rank-order correlation. Results revealed a high level of discipline management but low academic performance. No significant relationship was found between discipline management and academic performance. The low academic achievement may be influenced by factors such as students’ and parents’ socio-economic and financial status. The study suggests that existing disciplinary strategies effectively address indiscipline but recommends revisiting and enhancing policies and interventions to improve academic outcomes across all education levels in the municipality.
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    Relationship Between Teaching Strategies and Students’ Academic Performance at Ordinary Level Secondary Schools in Gulu District
    (2024-05-27) Gloria Lamaro; Doris Jane Anena
    This study investigated the relationship between teaching strategies and students’ academic performance at ordinary level secondary schools in Gulu District. The study used cross-sectional design. Three hundred and seventy-five (375) participants were randomly and purposively sampled. Questionnaire and interview were used for data collection. Data analysis for quantitative data was done using SPSS version 16. Content analysis was used to analyse interview data. The results showed that most students prefer presentation, seminars and class assessment. Further, students prefer discussion, brainstorming, demonstration and group work. Majority of teachers however prefer lectures, role-play, project and drill as better teaching and learning strategies. The results also show significant positive correlation between project method and level of academic performance (r (259) = .391, p < .0001), strong positive significant correlation between group discussion and level of academic performance (r (259) = .336, p < .0001), positive association between role play and level of academic performance (r (259) = .315, p < .0001) and significant positive association between storytelling and level of academic performance (r (259) = .310, p < .0001). This indicates that project method, group discussion, role play, storytelling, presentation and drill when practiced can improve academic performance of students in ordinary level secondary schools. Educators should consider implementing more of project, group discussion, role play, storytelling, presentation and drill in their teaching activities.