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Item Medium Term Climate Change Effects on Millet Yields in Gulu District, Northern Uganda(African Journal of Climate Change and Resource Sustainability, 2024-05-12) Oriangi George; Bamutaze Yazidhi; Mukwaya Paul Isolo; Edekebon ElaijahClimate change is expected to adversely affect crop yields and livelihoods of agro-dependent societies, especially in Sub-Saharan Africa. However, there remain gaps on the effects of expected regional climatic changes onkey food security crops. This study assessed the projected climatic conditions and expected changes in millet yields for Paicho Sub County(S/C) in Gulu District up to the year 2033 using a cross sectional study design. To determine future climatic conditions, PRECIS (Providing Regional Climates for Impact Studies) model was used based on projected conditions at a 50 km spatial resolution while millet yields were modelled using Penman Grindley soil moisture balance model. PRECIS projected changes for 2033 reveal a strong and significant decrease in rainfall (p<0.05). This is likely to decrease millet yields by 2.6%belowthe average current yields of 1.8 tons per hectare per year under business-as-usual scenario. The finding indicates a need for improved millet varieties that can survive under changed climatic conditions.Item 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 OchiengLow 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.Item 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 OchiengPoor 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.Item 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 BagulaThe 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-catchmentItem Exploring variation in adaptation levels to climate extremes among farmers of the Kyoga Agro ecological zone in Uganda using a cross sectional design(BMC Environmental Science, 2024-01-14) Oketch,chombo; Mukwaya,Paul Isolo; Orianga,George; Kisira,YeekoBackground Adaptation to climate change among smallholder farmers is a paramount step in achieving sustainable livelihoods in line with SDG 1, 2 and 13 since these communities face significant challenges due climate extremes which impacts on impacts on their only means of livelihood. Determining the levels in adaptation is crucial in under standing the socio-economics of the impact of climate change in the rural communities. The study investigated adap tation levels and determinants among smallholder farmers in the Kyoga Agro-ecology of Uganda. Methods A quantitative cross-sectional survey involving 384 face-to-face household interviews using structured questionnaires was conducted. Farmers, selected based on climate change awareness, were targeted to respond to their reported adaptation levels. Descriptive statistics analyzed adaptation levels among smallholder farmers of various socioeconomic characteristics across different subzones. A Multinomial Logistic (MNL) model examined the determinants of variation in adaptation levels. Results Majority of the respondents, 85.9% in the BCMS and 93.8% in the TS sub zone observed that indeed climate change is occurring. Female farmers in the TS subzone were significantly less likely to adopt 3–4 (p < 0.01) or 5–7 (p < 0.01) adaptation strategies compared to the base category (1–2 strategies), while the relationship in the BCMS subzone was negative but not significant. Male farmers consistently demonstrated greater capacity to adopt higher levels of adaptation strategies. Annual income was positively and significantly related to adoption of 3—4 (P < z = 0.70) and 5—7 (P < z = 0.013). Also Education was positively and significantly associated with adopting 5–7 adaptation strategies in both the TS and BCMS subzones compared to the base category (1–2 strategies). Primary education showed significance at P < z = 0.05 in TS (P < z = 0.018) and BCMS (P < z = 0.03), while secondary education was also significant in TS (P < z = 0.052) and BCMS (P < z = 0.014). Essential support, particularly for female farmers, is crucial to bridge the gender gap. Conclusion The findings are pivotal for informing the formulation of inclusive adaptation strategies among farmers in various subzones. We recommend that the ongoing reforms in the National Adaptation Plans of Uganda and inter national development frameworks in line with climate adaptation consider socio-economic disparities among famersItem A critical analysis of western environmental knowledge as a neocolonial strategy: The case of Uganda(Agricultural and Environmental Education, 2025-06-28) Tina Aciro; Agatha Alidri; Expedito Nuwategeka; Wilfred Lajul,To curb environmental challenges effectively, Western environmental knowledge has been adopted besides indigenous environmental knowledge system in Africa. However, the dualistic nature of knowledge integration, this paper notes, is tinted by unfair powerrelations where indigenous knowledge is masked by neo-colonialtenets of the West. Neo-colonialism, as argued in this paper, is the attempt of the Western societies to impose their knowledge system to micro-manage the environmental and other affairs in Africa, taking a case study of Uganda. Our central inquiry is why Africa is gradually deviating from indigenous knowledge systems in preference of Western environmental knowledge. Using a critical analytical survey method, this paper argues that there is environmental knowledge neo-colonialism in Africa today characterized by Western identity construction, language dominance, cross-cultural cloning, undermining of indigenous education patterns, academic division of labor, education as an investment, top-down distribution of knowledge, and improper contextualization of knowledge construction and application. This appeals for Africanized production of knowledge to suit the continent’s environmental needs and achieve African epistemic autonomy.Item Craving for Knowledge: The Urge to Access Online Reading Materials by Students during Scientific Research Writing, a Case of Urban Universities of Uganda(The Uganda Higher Education Review Journal, 2024-05-01) Nassanga, Loy; Kisira Yeeko; Beinomugisha,Peninnah; Muganga, Lawrence; Kakeeto,David; Kabeera,PontianAddressing concerns related to online reading materials is paramount as the internet establishes itself as the defining medium for literacy in higher education institutions among the current generation. Globally current debates consistently underscore the relevance of online reading materials to scientific research writing among university students. The current study explored the students’ urge to access online reading materials based on four selected universities in an urban geographical context of Uganda. Using a cross-sectional exploratory research design comprised of mixed approaches, we used descriptive statistics and Analysis of Variance (ANOVA) to investigate the disparity in accessed online reading materials across the universities. An ordinal logistic model established the factors that influence access to online reading materials. The study revealed that university students exhibited moderate utilisation of online resources, primarily accessing materials through platforms like MyLOFT, Google Scholar, University online catalogs, Directory of Open Access Journals (DOAJ) and Directory of Open Access Books (DOAB). Additionally, the findings underscored notable variations in the mode of access across the studied universities, with access influenced by factors such as sex, type of degree pursued, availability of university ICT equipment, and the research level of students. These insights shed light on the need for tailored strategies to enhance online reading materials accessibility and to support diverse student populations in their academic pursuits, such as subscribing to the publishers of scientific journals. This may improve students’ scientific research writing skills and completion rate, which have remained a formidable challenge in higher education institutions in Uganda.Item Assessment of hydropedological characteristics at medium-sized landslide sites in Manafwa catchment, Mount Elgon, Uganda(Taylor and Francis, 2024-05-17) Kutosi,Moses; Bamutaze,Yazidhi; Nakileza,Bob.R; Kisira, Yeeko; Gabiri,GeofreyThough strongly linked to landslides, hydropedological characteristics are inadequately investigated in Manafwa catchment. This study investigated hydropedological characteristics at medium landslide sites in Manafwa catchment. The design included 12 infiltration experiments that were conducted at each site. To determine the selected soil physical properties, composite soil samples were extracted from the infiltration sites for soil laboratory analysis. Soil cores were extracted to determine saturated hydraulic conductivity (Ksat) and bulk density. The observed high infiltration rates and rapid Ksat underscore the susceptibility of the studied sites to landslide hazards. Additionally, soil organic matter, clay content, and bulk density further contribute to the understanding of the hydropedological factors influencing land slide occurrences. These findings reveal the need for comprehensive investigations into hydropedologi cal characteristics of other landslide categories to assist in landslide risk assessment and management strategies