Browsing by Author "Ologe,Daniel Ochieng"

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    Farmers Coping and Adaptation Mechanisms to PerceivedChangesandVariability in Climate
    (East African Journal of Environment andNatural Resources, 2024-08-28) Oriangi,George; Edekebon,Elaijah; Ologe,Daniel Ochieng; Bamutaze,Yazidhi
    There is a growing global concern about the detrimental effects of climatechange and variations on rain-fed agriculture. This study determinedhouseholds’ perceptions of changes and variations in climate and institutional roles in farmers' coping and adaptation mechanisms to changes and variationsin climate in Paicho Sub County (S/C), Gulu district in Northern Uganda. Datawas collected through structured household interviews and analyzedusingregression analysis and descriptive statistics. Findings showed that respondentsperceived rainfall and temperature to be the climatic parameters that hadchanged most with rainfall onset largely unpredictable. The major copingmechanisms to changes and variations in climate included: buying foodfromthe market, exchange of labor for food, and getting food help fromrelatives, community, and food agencies while, the major adaptation mechanismsincluded: getting jobs outside agriculture, adjustment of plantingdates, diversification of production, carrying out mixed cropping, and growingimproved crop and animal varieties. Additionally, the gender (P<0.05), thesizeof the land (P<0.05), and the age of the household head (P<0.05) were foundtobe the mostsignificant factorsinfluencing adaptation mechanisms. Furthermore, the role of existing institutions in community adaptation to changes andvariations in climate included: making decisions on planting time, providingaccess to information relevant to coping and adaptation, providing access tocredit, governing entitlements, and capacity building. In conclusion, thereisaneed for better and new crop varieties that can survive under changed andvariedclimatic conditions, and a need for more enhanced adaptation mechanisms.
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    Modelling Academic Performance in Science-Based Subjects in Primary Schools in Uganda
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023) Wafula, Alfred; Oriangi,George; Odama,Stephene; Ologe,Daniel Ochieng
    Poor academic performance in science subjects continues to be a major setback in schools of developing countries, despite several interventions to curb the vice. This study investigated the trend in academic performance in mathematics and integrated science in Kigumba town council in Kiryandongo district in Uganda. It used a retrospective cohort analysis design of 8 government-aided and privately funded primary schools while employing documentary analysis to obtain primary leaving examinations (PLE) results. PLE data obtained using documentary analysis was subjected to trend analysis to determine trends in pupils’ performance in the last decade. The findings indicate that performance in mathematics and integrated science in private schools was better than that in government schools over the last decade. In conclusion, teachers in Ugandan government primary schools need to be more committed to teaching mathematics and integrated science so as to improve the academic performance of pupils. In turn, the government and other stakeholders need to provide the necessary prerequisites to enable the teachers to do their work effectively.
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    Modelling Academic Performance in Science-Based Subjects in Primary Schools Using Elements of Teacher Preparation in Uganda
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023-05-16) Wafula,Alfred; Oriangi,George; Odama,; Ofoyuru,Denis Thadeus; Ogwang,Henry; Ologe,Daniel Ochieng
    Low academic performance in science subjects has continued to characterise primary education in sub–Saharan Africa, despite several interventions by stakeholders. This study investigated the influence of teachers’ preparation for teaching and learning on pupils’ academic performance in mathematics and integrated science in Kigumba town council in Uganda. It used a cross-sectional survey design with a sample size of 180 teachers and pupils from both government-aided and privately funded schools. Interviews were used to collect data. Descriptive statistics was used to determine teachers’ level of preparation for teaching and learners’ level of academic performance, while a regression model was used to establish the influence of teacher’s preparation on pupils’ academic performance. Findings indicate that teachers’ level of preparation was generally good and significantly (P<0.05) influenced by their teaching experience and access to insurance. Furthermore, academic performance in mathematics and integrated science was significantly influenced by teacher preparation (P<0.05) arising from lesson planning, updating learners’ discipline records, and creativity. In conclusion, teachers need to continue being creative, planning lessons on a daily basis, and updating learners’ discipline records in order to improve pupil performance. In turn, the government needs to provide teachers with insurance coverage, e.g., health insurance, in order to free more of their time for lesson preparation. The study informs education and economic planning policies.