Browsing by Author "Oriangi, George"

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    Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
    (East African Journal of Education Studies, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
    Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
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    Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
    (East African Journal of Education Studies,, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
    Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
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    The Relationship between Entry Grades of Students Admitted to Public Universities in Uganda under Direct Entry Schemes and Their Academic Performance: Implications for Admission Policies
    (East African Journal of Education Studies, 2023-04-21) Aciro, Rosalba; Oriangi, George; Onen, David; Malinga, Geoffrey M.; Ezati, Betty A.; Openjuru, George L.
    Although studies on relationships between entry qualification and academic performance show that students who excelled academically in entry qualification often perform better than those with low entry qualification in subsequent examinations, this argument has been questioned. This study explored the relationship between entry grades of undergraduate students and academic performance in public universities in Uganda in the first and final years of their studies. A retrospective cohort analysis of data for undergraduate students of Gulu and Makerere Universities using a sample of 2825 academic records from 2013- 2016 was conducted. Descriptive statistics and Pearson correlation analysis were used for analysis. Results revealed a significant relationship between entry scores and students’ academic performance for those admitted on national merit, district quota, affirmative action schemes and private sponsorship schemes in four university programs. However, there was no significant correlation between entry scores and students’ academic performance in the Bachelor of Medicine and Bachelor of Surgery programs. Although male students joined with lower grades than females, their performance in the final year was better than their female counterparts. Therefore, this study confirms that the entry qualification score predicts academic outcomes in the early and exit stages of the university. These findings support the current Government entry criteria for public universities, provide important information for the admission committee decisions, and may have implications for admission policies. However, the lack of a significant correlation between entry qualification scores and students’ academic performance in Bachelor of Medicine and Bachelor of Surgery could indicate the need to revisit admissions criteria for this program. Future studies should go beyond the commonly used GPA to measure academic performance by including noncognitive factors such as practical skills, clinical skills, and professionalism. Furthermore, the role of background and sociodemographic factors in influencing academic performance at public universities should be considered alongside the pre-entry qualification score.
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    Variabilities and Trends of Rainfall, Temperature, and River Flow in Sipi Sub-Catchment on the Slopes of Mt. Elgon, Uganda
    (water, 2021-06-30) Luwa,Justine Kilama; Majaliwa,Jackson Gilbert Mwajalolo; Bamutaze,Yazidhi; Kabenge,Isa Pilesjo; Oriangi, George; Mukengere,Espoir Bagula
    The variabilities in rainfall and temperature in a catchment affect water availability and sustainability. This study assessed the variabilities in rainfall and temperature (1981–2015) and river flow (1998–2015) in the Sipi sub-catchment on annual and seasonal scales. Observed daily rainfall and temperature data for Buginyanya and Kapchorwa weather stations were obtained from the Uganda National Meteorological Authority (UNMA), while the daily river-flow data for Sipi were obtained from the Ministry of Water and Environment (MWE). The study used descriptive statistics, the Standardised Precipitation Index (SPI), Mann Kendall trend analysis, and Sen’s slope estimator. Results indicate a high coefficient of variation (CV) (CV > 30) for August, September, October, and November (ASON) seasonal rainfall, while annual rainfall had a moderate coefficient of variation (20 ˂ CV ˂ 30). The trend analysis shows that ASON minimum and mean temperatures increased at α = 0.001 and α = 0.05 levels of significance, respectively in both stations and over the entire catchment. Furthermore, the annual and March, April, and May (MAM) river increased at an α = 0.05 level of significance. A total of 14 extremely wet and dry events occurred in the sub-catchment during the post-2000 period, as compared to five in the pre-2000. The significantly increased trend of river flow could be attributed to the impacts of climate and land-use changes. Therefore, future studies may need to quantify the impacts of future climate and land-use changes on water resources in the sub-catchment. may need to quantify the impacts of future climate and land use changes on water resources in the sub-catchment