Theses and Dissertations

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Teachers' Disciplinary Methods and Pupils' Discipline in Government-Aided Primary Schools in Dokolo District
(Gulu University, 2026) Otim, Norman
The study investigated the influence of teachers’ disciplinary methods on pupils’ discipline in primary schools in Dokolo District. The study was guided by the following specific objectives namely; to examine teachers’ disciplinary methods in government-aided primary schools in Dokolo District, to assess the level of pupils’ discipline in government-aided primary schools in Dokolo District; to establish the relationship between teachers’ disciplinary methods and pupils’ discipline in government-aided primary schools in Dokolo District. The study used mixed method approach and employed convergent mixed method research design. Data was collected from 400 respondents using questionnaires and interview guide. Quantitative data was analyzed using SPSS version 20.0 at descriptive and inferential statistical levels and qualitative data was analyzed using thematic analysis. Findings for research question one revealed that teachers’ use of various disciplinary methods in government-aided primary schools in Dokolo district was very high. The study also showed that the level of pupils’ discipline in primary schools in Dokolo district ranged from moderate to high in most of the constructs of pupils’ discipline. Finally, findings on hypothesis showed that there was a very strong positive significant correlation between teacher’s disciplinary methods and pupils discipline in primary schools in Dokolo district. It was concluded that teachers’ disciplinary methods fundamentally determined pupils’ discipline in primary schools and the study recommended that teachers need CPD in learner centered disciplinary methods.
Teachers' Disciplinary Methods and Pupils' Discipline in Government-Aided Primary Schools in Dokolo District
(Gulu University, 2026) Otim, Norman
The study investigated the influence of teachers’ disciplinary methods on pupils’ discipline in primary schools in Dokolo District. The study was guided by the following specific objectives namely; to examine teachers’ disciplinary methods in government-aided primary schools in Dokolo District, to assess the level of pupils’ discipline in government-aided primary schools in Dokolo District; to establish the relationship between teachers’ disciplinary methods and pupils’ discipline in government-aided primary schools in Dokolo District. The study used mixed method approach and employed convergent mixed method research design. Data was collected from 400 respondents using questionnaires and interview guide. Quantitative data was analyzed using SPSS version 20.0 at descriptive and inferential statistical levels and qualitative data was analyzed using thematic analysis. Findings for research question one revealed that teachers’ use of various disciplinary methods in government-aided primary schools in Dokolo district was very high. The study also showed that the level of pupils’ discipline in primary schools in Dokolo district ranged from moderate to high in most of the constructs of pupils’ discipline. Finally, findings on hypothesis showed that there was a very strong positive significant correlation between teacher’s disciplinary methods and pupils discipline in primary schools in Dokolo district. It was concluded that teachers’ disciplinary methods fundamentally determined pupils’ discipline in primary schools and the study recommended that teachers need CPD in learner centered disciplinary methods.
The School Feeding Program and Learners Academic Performance in Government Primary Schools in Dokolo District
(Gulu University, 2026) Odongo, Bosco
The purpose of this study was to investigate the influence of school feeding programme on learner’s academic performance in primary schools in Dokolo District. The study was guided by the following specific objectives; to examine the status of school feeding programme in primary schools in Dokolo District; to assess the level of learner’s academic performance in primary schools in Dokolo District and to determine the relationship between school feeding programme and level learner’s academic performance in Dokolo District. The study used mixed method approaches with convergent mixed method research design and data was both quantitative and qualitative data. Quantitative data was collected using questionnaires while qualitative data were collected using interviews and focused group discussion methods. Quantitative data was analyzed using SPSS version 25.0 at descriptive and inferential statistic levels while qualitative data was analyzed using thematic analysis. Results obtained showed that school feeding programme were fairly implemented in primary schools in Dokolo District (M=4.23 SD=0.54), the level of learners’ academic performance was fair in Dokolo District (M=4.15 SD=0.60) and Finally there was a positive significant relationship between school feeding programme and learner’s academic performance in primary schools in Dokolo District (r=. 78 p<0.01). The study concluded that school feeding programme is an antecedent for good learners’ academic performance in primary schools in Dokolo District. The study recommended that government should allocate more resources in primary schools to support school feeding programme.
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.
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.
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.
School Environment and Teacher Effectiveness in Government Aided Secondary Schools in Pader District
(Gulu University, 2026-10) Okot,Paul
The study investigated the effect of school environment on teacher effectiveness in Secondary schools in Pader District. The study was guided by the following specific objectives namely, to assess the status of school environment in secondary schools in Pader district, to assess the level of teacher’s effectiveness in secondary schools in Pader district and to determine the relationship between school environment and teacher effectiveness in secondary schools in Pader District. The study was a mixed method orientation with convergent parallel mixed method research design. Data was collected from a sample of 244 respondents using Self-administered questionnaires (234) and interview guides (10). Quantitative data was analyzed using SPSS version 26.0 at descriptive statistics and inferential statistics levels and qualitative data analyzed using thematic analysis. Findings for research question one showed that the status of schools environment in secondary schools in Pader District was very poor and undesirable while findings for research question two showed that the level of teachers effectiveness in secondary schools in Pader District was very low and research question three revealed a strong positive significant correlation between school environment and teachers effectiveness in secondary schools. It was concluded that the quality of school environment was a significant determinant of teacher effectiveness in secondary schools in Pader District. The study recommended that government should increase funding to improve quality of school environment if teacher effectiveness is to be achieved.
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.
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.
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.

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