Department of Curriculum Studies, Education Technology and Media

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Assessment Methods andAcademic Performance of pupils in Government Aided Primary Schools in Pader District.
(Gulu University, 2026-07) Ochan, John Bosco
This study investigated the influence of assessment methods on academic performance in Government Aided Primary Schools in Pader District, specifically in Puranga Town Council,using both quantitative and qualitative approaches. The specific objectives were to explore the assessment methods, assess the level of academic performance, and establish the relationship between assessment methods and academic performance. A mixed-methods design was adopted, with data collected from a sample of 200 respondents, including teachers, headteachers, education officers, and PTA members. Quantitative data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson’s coefficient correlation, while qualitative data from interviews and document reviews were thematically analyzed. Findings revealed that Research Question 1 (assessment methods) showed schools used a mix of continuous, formative, and summative assessments, with continuous methods being most common. For Research Question 2 (levels of academic performance), findings indicated moderate levels of academic performance, with qualitative data highlighting disparities based on assessment consistency. Research Question 3 (relationship between assessment methods and academic performance) showed a strong positive correlation: continuous (r = .795 p<0.01), formative (r = .787 p<0.01), and summative (r = .727p<0.01. Qualitative findings further supported that continuous and formative assessments enhanced learning outcomes when used effectively. The study concluded that consistent application of varied assessment methods especially continuous and formative positively influenced academic performance. It recommended strengthening teacher capacity through training, enforcing school-level policies on assessment, improving monitoring, and providing necessary assessment resources to support effective teaching and learning in rural primary schools.
Brand Equity Manangement and Customer Loyalty. The Moderating Role of Business Competitiveness in the Hotel Service Sector in Gulu City
(Gulu University, 2024) Onyuta, Ochola Alfred.
Management of brand equity is important in enhancing customer loyalty in the service sector in the wake of competitive business situations. This study investigated the moderating role of business competitiveness in the relationship between brand equity management and customer loyalty in the hotel service sector in Gulu city. The specific objectives of the study were: to assess the level of customer loyalty in the hotel service sector in Gulu City; to examine the association between brand equity management and business competitiveness in the hotel industry; to examine the association between Brand Equity Management and Customer Loyalty in the hotel Industry in Gulu City; and to examine the moderating role of business competitiveness in the association between brand equity management and customer loyalty in the hotel Industry. Descriptive and causal research designs were used in the study with purely quantitative approach. Data were collected using structured questionnaires from 300 customers and I 00 managers from I 00 different hotels within Gulu City. Data were analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (correlation and regression) with the aid of Statistical Package for Social Sciences (SPSS) version 25.0. Study findings revealed: a high level of customer loyalty in the hotel sector in Gulu City: a moderate and significant positive relationship between brand equity management and business competitiveness; all the elements of brand equity management (brand evaluation, brand association and bra11d awareness) have a significant positive effect on customer loyalty; and finally. business competitiveness moderates the relationship between brand equity management and customer loyalty in the hotel sector in Gulu City. The study concluded that brand equity management has a significant positive effect on customer loyalty and business competitiveness has a significant interaction effect on the relationship between brand equity management and and customer loyalty in the hotel service sector in Gulu City. The study recommended that; strategics aimed at improving customer loyalty should focus on brand evaluation. brand association and brand awareness; and the study recommended need to strengthen business competition while implementing brand equity management in order to influence customer loyalty.
Channeling literacy learning into everydayness: Northern Ugandan women language peace
(University of Nebraska at Omaha, 2026) Djuraeva, M.; Monk, David; Beach, S.; Nyirumbe, R
Exploring adult literacy motivations among women in post-conflict Northern Uganda, this paper uses a chronotopic lens to show how literacy is transformed into embodied, everyday practices of peacebuilding, identity formation, and self-determination.
Collaborative Learning and Social Skills Development for Learners with Special Educational Needs in Secondary Schools in Gulu city
(Gulu University, 2026-07) Anena, Sharon Flavia
This study investigated the influence of collaborative learning practices on social skills development among students with special educational needs in secondary schools in Gulu City, Uganda, and examined the moderating effect of teacher training on this relationship. Specifically, the study aimed to (i) explore the status of collaborative learning practices, (ii) assess the level of social skills development, (iii) establish the relationship between collaborative learning and social skills development, and (iv) analyze the moderating effect of teacher training. A total of 250 respondents, comprising 242 teachers and 8 key informants, participated in the study. Quantitative data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson correlation, while qualitative insights were obtained through semi-structured interviews and thematic analysis. Findings indicated that collaborative learning practices were moderately implemented, with peer mentoring showing the strongest effect on social skills development (r = 0.71, p < 0.01). Social skills development was moderate overall, with cooperation and assertiveness being stronger, while communication and self-regulation were slightly weaker. Teacher training in inclusive education and frequent professional development significantly moderated the relationship between collaborative learning and social skills, enabling teachers to apply adaptive strategies effectively. Qualitative findings supported these results, highlighting the role of structured group activities, peer support, and teacher facilitation, while challenges such as limited resources and large class sizes were noted. The study recommends institutionalizing collaborative learning strategies, strengthening interventions for communication and selfregulation, and providing continuous professional development for teachers. Further research is suggested on the long-term effects of collaborative learning, the role of technology, family involvement, and contextual factors in social skills development among students with special needs.
Compounded exclusion: Education for disabled refugees in Subsaharan Africa
(Frontiers in Education, 2020) Walton, Elizabeth; McIntyre, Joanna; Awidi, Salome; De Wet, Nicole; Dixon, Kerryn; Monk, David; Madziva, Roda; Chamunogwa, Nomakwezi
Examines how structural displacement and bodily impairment intersect to cause compounded exclusion for disabled refugees across Sub-Saharan African educational settings
Conceptualising Regional Skills Ecosystems: Reflections on Four African Cases
(wiley, 2021) Wedekind, Volker; Russon, Joanna; Ramsarup, Presha; Monk, David; Metelerkamp, L; McGrath, Simon
Synthesizes empirical case studies from South Africa and Uganda to develop a regional skills ecosystem framework suitable for African political economies
Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
(wiley, 2020) Monk, David; Nyirumbe, Rosemary; Pia Okecha, Esther
Explores primary teachers' perspectives in Northern Uganda on decolonizing literacy instruction by centering indigenous mother-tongue instruction alongside English learning
Designing the Future: Youth innovation, informality and transformed VET
(EEASA / African Journals OnLine (AJOL), 2023) Monk, David; Adrupio, Scovia; Akite, Irene; Muhangi, Sidney
Investigating youth-driven informal innovations in Northern Uganda, this paper explores how VET systems can adapt to recognize and nurture grassroot climate adaptation and informal technical skills.
Disability and Displacement: The Unmet Needs of Refugee Children in Vocational Education and Training
(Routledge, 2025) Monk, David; Madziva, Roda; Awidi, Salome; Desire, Aine Byoona; Openjuru, George
This chapter examines the unmet education needs of refugees with disabilities in accessing Technical Vocational Education and Training (TVET). Using research conducted in South Africa, Zimbabwe, and Uganda, it focuses on education experiences of refugees in Uganda to highlight the significant lack of provision in policy and practice. This situation is particularly alarming in the context of limited education and training opportunities and low school attendance in primary school despite increasing TVET policy and development interventions. The chapter uses critical capabilities theory and lifelong to reinforce the dual need to address the compounded barriers faced by refugees with disabilities in TVET and the need to develop learning pathways and educational transitions that support their life goals. In this narrative, we argue that the refugee policy has inherent structural limitations that limit education transition. We propose practical policy adaptations that promote inclusion and lifelong learning.
Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
(Routledge (Taylor & Francis), 2024) Monk, David; Walton, Elizabeth; Thondlana, J; Wedekind, V.
Comparing educational access for refugees with disabilities across South Africa, Uganda, and Zimbabwe, this paper investigates structural barriers, intersectional discrimination, and policy gaps impacting refugee education
Embracing Love as an educational force in the Anthropocene
(EEASA / AJOL, 2021) Monk, David; Hammond-Todd, Michael
A think-piece proposing love, relational care, and ecological empathy as vital educational forces necessary to counter eco-anxiety and environmental degradation in the Anthropocene epoch.
Engaging in a Movement of Cognitive Justice at the Gulu University K4C Hub, Uganda
(Brill, 2023-01-01) Monk, David; Aber, Gloria; Lamwaka, Alice Veronica; Odoch, Martin; Openjuru, George
In this case study, the Gulu University Knowledge for Change Hub located in Northern Uganda reflects on the possibilities of knowledge pluralism, relationships and power in the work done by the hub, and shares some lessons that were learnt from engaging in a movement of cognitive justice. The research for this case was conducted using a collaborative community-based approach that included active participation of all hub members in the formulation of research questions, data collection, and analysis. In this type of approach, the documentation of the process and dissemination activities becomes part of the data collected, which is then used to inform future direction and activities for the hub. The research therefore fits into the reflexive and ongoing process of the hub, and is useful for improving the praxis and goals to further knowledge democracy and solve local problems through community-based research.
Guidance and Counselling Services and Girls’ Retention in Secondary Schools in Kitgum District
(Gulu University, 2026-10-10) Opwonya, Godfrey.
This study was conducted on guidance and counselling services and girls’ retention in secondary schools in Kitgum District. The study was guided by the following objectives; to determine the status of guidance and counselling services in secondary schools, to examine the level of girls’ retention in secondary schools and to establish the relationship between guidance and counselling services and girls’ retention in secondary schools in Kitgum District. The study used quantitative method and data were collected using questionnaires from 85 participants . Results were presented on tables and figures. Findings established that secondary schools (76.5%) provide support to girls at risk of dropping out through counselling services, educational encouragement, attendance monitoring, collaboration with parents and communities and implementation of programmes aimed at reducing dropout. The findings revealed that most girls remain in school from one term to another, indicating generally good retention levels. Finding established a positive (r = 0.43) and statistically significant relationship between guidance and counselling services and girls’ retention in secondary schools. The study concluded that availability of functional guidance and counselling contributes significantly to addressing personal, social and academic challenges that often lead to school dropout. The study concluded that girls’ retention in secondary schools is generally satisfactory and has improved over time, guidance and counselling services, strong educational aspirations among girls, and active collaboration between schools exist. The study concluded that guidance and counselling services have a positive, statistically significant and meaningful influence on girls’ retention in secondary schools. The study recommended that the Ministry of Education and Sports, school administrators and education stakeholders should strengthen guidance and counselling programmes by increasing financial and material resource allocation, recruiting and training qualified counsellors, and providing dedicated counselling facilities. School administrators should strengthen comprehensive retention programmes by enhancing guidance and counselling services, improving attendance monitoring and follow-up systems, increasing parental and community engagement, and providing targeted support to girls at risk of dropping out due to early pregnancy, early marriage, and other social challenges.
Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach
(Wiley, 2024) Monk, David; Walton, Elizabeth; Madziva, Roda; Opio, George; Kruisselbrink, Annemaiike; Openjuru, George Ladaah
Utilizing Amartya Sen's capability approach, this paper evaluates the educational realities and agency of refugee children with disabilities in settlement contexts in Northern Uganda.
Learning informally: A case for arts in vocational education and training in Uganda
(2022-06-22) LADAAH OPENJURU, GEORGE; SANFORD, KATHY; DE OLIVEIRA JAYME, BRUNO; MONK, DAVID
This paper advocates for the inclusion of the arts in vocational learning programs in Uganda, as an integrated form of holistic learning oriented towards empowerment and entrepreneurship. Using community-based research in the context of vocational education and training (VET), our data emerged from open-ended interviews, focus groups and youth-led radio talk shows with stakeholders from public and private sectors, instructors, artists, NGO’s. Three significant themes arose from the data collected. Firstly, the pathways available to learners to become artists are limited by neoliberal and technicist orientations towards education. Secondly, there are significant potential opportunities and interests. Secondly, there is a thriving informal youth-led arts community in northern Uganda, which thirdly, without ways for learners to generate income, they are not able to devote their time to learning through the arts, and their artistic endeavours are not recognized as important skills in their communities or in society. We demonstrate that there is a vibrant space in the informal sector of arts, that if supported could become important and much needed sectors Uganda.
Learning Informally: A Case for Arts Learning in Vocational Education and Training in Uganda
(IUPUI Arts and Humanities Institute, 2022) Monk, David; Ladaah, Openjuru Godwine; Sanford, Kathy; de Oliveira Jayme, Bruno; Openjuru George2
Argues for integrating arts-based informal learning methodologies into formal VET programs in Uganda to boost creativity, problem-solving, and civic engagement among youth
Learning with digital portfolios: Teacher candidates forming an assessment identity
(Society for Teaching and Learning in Higher Education, 2022) Hopper, Tim; Sanford, Kathy; Hong, Fu; Monk, David
Investigates how pre-service teachers develop their professional assessment identities using digital e-portfolios, highlighting reflective learning and formative assessment practices.
Onek Denis Amooti _TEACHERS' PREPAREDNESS AND IMPLEMENTATION OF THE LOWER SECONDARY CURRICULUM IN AMURU DISTRICT_2026.pdf
(Gulu University, 2026-06-17) Onek Denis Amooti
This study examined teachers’ preparedness and the implementation of the Lower Secondary Curriculum in secondary schools in Amuru District, Uganda. The study aimed at establishing whether teachers possess the knowledge, pedagogical skills, assessment competence, and classroom management abilities required for effective implementation of the competency-based curriculum. A descriptive research design employing both qualitative and quantitative approaches was used. Data were collected from teachers, head teachers, and students through questionnaires and interviews, Findings revealed that the level of teacher preparedness in Amuru District is generally high, particularly in subject content mastery, learner centered teaching methods, and continuous assessment practices. The study also found that teachers who attended curriculum orientation and professional development programs implemented the curriculum more effectively. However, challenges such as inadequate instructional materials, limited ICT facilities, and insufficient refresher training still affected implementation in some schools. The study concludes that effective implementation of the Lower Secondary Curriculum largely depends on continuous teacher support and adequate learning resources. It recommends regular capacity building and increased stakeholder support to strengthen curriculum implementation in secondary schools.
Parental Support and Learners’ Academic Achievements in Primary Schools in Palabek Kal Sub-County, Lamwo District
(Gulu University, 2026-10-23) Labeja, Luke
The study examined the Contribution of parental support on learners’ academic achievement in primary schools in Palabek Kal Sub County, Lamwo District, guided by three objectives: to assess the level of parental Support in primary schools in Palabek Kal Sub County, Lamwo District, to assess the level of learners’ academic achievement and to investigate the relationship between parental support and academic achievement. Using a mixed-methods approach and a Concurrent/Convergent mixed research design, the study collected data through surveys, interviews, and focused group discussions involving a total sample of 108 teachers, 14 Headteachers, 169 P7 Candidates, and 80 Parents. Research instruments included questionnaire guides, headteacher interview guides, and FGDs guides with Parents and pupils. Quantitative data were analyzed using statistical tools to answer each research question, while qualitative data were coded thematically. The research instruments comprised Likert scale questionnaires for teachers, interview guides for headteachers, and focused group discussions with parents and students. Quantitative data (objectives I, II, and III) were analyzed using SPSS, with findings presented in graphs, tables, means, and standard deviations. In contrast, qualitative data were thematically coded and presented in verbatim form. The findings indicated that the level of parental support was moderate (M=0.338, SD=1.103). A moderate positive correlation was found between parental support and academic achievement, suggesting that when parents actively engage in their children’s learning, academic performance improves. The study therefore concluded that parental support through the consistent provision of basic needs such as school fees, uniforms, and learning materials; active participation in school meetings; regular follow-up on learners’ progress; and positive communication with teachers plays a significant role in enhancing learners’ academic success. It is recommended that parents intensify their involvement by ensuring that children’s educational needs are adequately met, attending school meetings and Parent-Teacher Association (PTA) activities regularly, providing a conducive home environment for study, monitoring homework and school attendance, and maintaining constant communication with teachers to collectively support learners’ academic growth and overall performance.
Revisiting VET research paradigms: Critical perspectives from the South
(Routledge (Taylor & Francis), 2023) Monk, David; Metelerkamp, Luke; Molebatsi, Palesa; McGrath, Simon; Adrupio, Scovia; Openjuru, George Ladaah; Robbins, Glen; Tshabalala, Thembinkosi
Reflecting on a large multi-site project in Uganda and South Africa, this article critically evaluates conventional human capital models of VET research and proposes Southern-led paradigms centered on social justice and ecological sustainability.

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