SJ Education Research Africa (SJ-Education) is an open-access international journal with both Online (ISSN:3006-3566) and Print (ISSN:3006-3558) Medium. The Journal accepts research concepts from students of education worldwide. The journal is published by the SJC-Publishers Company Limited, which is the publisher of different students Journals. We promise professional peer review of your submissions and the timely publication of new developments in the field of education through open access. Publishing with us will make your research findings available online as soon as the publication is made. We promise high review quality and international visibility of your research findings. In case of any questions or special assistance needed, feel free to email our editorial office at studentsjournal2020@gmail.com or simply WhatsApp +256775434261
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Educational Management and School Performance Outcomes: A Systematic Review.
Background: Educational management is pivotal in shaping school performance by fostering effective leadership, supporting teachers, ensuring organizational coordination, establishing accountability mechanisms, and engaging stakeholders. Nonetheless, differences in management approaches continue to contribute to disparities in educational quality and overall institutional effectiveness. This systematic review brings together current evidence on the influence of educational management practices on school performance outcomes. Methodology: The review adhered to the PRISMA 2020 framework. Comprehensive searches were carried out in databases such as Google Scholar, Scopus, Web of Science, ERIC, and JSTOR, using specific keywords related to educational management and school performance. After applying the inclusion criteria, 32 studies were selected for analysis. Data were systematically extracted and analyzed through thematic synthesis to uncover common trends among the studies. The methodological rigor and potential for bias were evaluated using recognized tools, including CASP and AMSTAR checklists. Limitations of the review include variation in study settings, research methods, and the extent of available evidence from different countries. Results: The analysis revealed that strong educational management enhances school outcomes by means of instructional leadership, professional development for teachers, strategic planning, stakeholder engagement, and robust accountability systems. Schools characterized by empowering leadership and a collaborative environment showed gains in teacher performance, student achievement, and overall organizational effectiveness. However, obstacles such as insufficient leadership training, resource constraints, weak policy execution, and limited stakeholder participation persist. Conclusion: Educational management is a key driver of improved school performance. The results underscore the importance of developing leadership abilities, strengthening support systems for teachers, and adopting evidence-based management strategies. Further research should investigate educational management practices in various contexts, utilizing longitudinal and comparative methodologies.
Copyright (c) 2026 ALBERT BYIRINGIRO, DR. ENOCK BARIGYE, EDSON AKYIZA (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of strategic planning on the performance of Rwandan secondary schools: A Systematic review.
Introduction This systematic review looks at how strategic planning influences the performance of secondary schools in Rwanda. Methodology Searches were conducted in Google Scholar, Scopus, Web of Science, UNESCO, World Bank, OECD, and Government of Rwanda databases using predefined search terms that included strategic planning, educational leadership, school performance, and Rwanda. Studies published in English that discuss strategic planning and secondary school performance were selected. Starting with a total of 190 articles, all duplicate and irrelevant studies were excluded using title, abstract, and full-text screening, leaving 51 for thematic synthesis. The methodological quality of the included studies has been evaluated using CASP and AMSTAR frameworks. Results It has been found out from this systematic review that strategic planning positively influences school performance in terms of goal setting, effective instructional leadership, proper resource allocation, participation of all stakeholders, policy coherence, accountability, and school improvement. Leadership capability turned out to be the most important factor mediating strategic planning implementation, and flexible strategic planning increases the resilience of institutions. Also, some additional positive relationships have been found between strategic planning and organizational effectiveness, teacher commitment, and student performance. Strategic planning considerably improves the performance of Rwandan secondary schools with good leadership, an implementation process, and continuous monitoring and alignment with national education policies. It is necessary to develop strong leadership development programs, implement evidence-based strategic planning practices, and continuously monitor and evaluate to improve secondary school performance. Conclusion Secondary school performance can be significantly improved through strategic planning due to effective leadership, an implementation system, and school effectiveness principles. Need for future research. Future research needs to focus on longitudinal, mixed-methods, and comparative research that will analyze the long-term effects of strategic planning on students’ learning outcomes, teachers' effectiveness, and institutional performance in Rwanda and similar education systems.
Copyright (c) 2026 Albert Rugaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Ethical Governance of Virtual Learning and Student Privacy in Foreign Cloud-Hosted Learning Environments in Rwanda: A Systematic Review
Background: The recent development of cloud computing and Learning Management Systems has dramatically changed teaching and learning processes in higher education institutions throughout the world. This systematic review aims at synthesizing and critically evaluating existing evidence on ethical governance mechanisms and student privacy protections in foreign cloud-hosted learning environments in higher education, particularly in Rwanda. Methods: Peer-reviewed literature published between 2005 and 2025 was systematically searched in relevant databases. Studies dealing with ethical governance, student privacy, cloud computing, Learning Management Systems, digital sovereignty, and higher education were considered in the current review. The systematic review covered studies involving higher education institutions, students, faculty members, institutional governance mechanisms, and foreign cloud-hosted learning platforms. Results: A systematic review methodology was used to find, screen, appraise, and synthesize evidence in 38 articles. The systematic review was guided by the concepts of Digital Sovereignty Theory, Institutional Theory, and Technology-Organization-Environment (TOE) Framework. It was found that inadequate data center infrastructure, poor governance mechanisms at institutions, and low digital literacy of students and faculty members are the main barriers to the proper protection of students' data and compliance with Law No. 058/2021 on personal data and privacy in Rwanda. Furthermore, institutional pressures make universities adopt foreign cloud services in order to achieve legitimacy and efficiency, regardless of privacy and data sovereignty issues. However, the use of cloud computing technologies brings many advantages, such as accessibility, scalability, collaboration, and learning analytics. Conclusion: In order to ensure strong ethical governance and data sovereignty in Rwanda, it is necessary to invest in local digital infrastructure, develop robust institutional governance frameworks, enforce data protection policies, perform regular Data Protection Impact Assessments, and build digital ethics and cybersecurity capacity. Future research: Future research is required to explore the consequences of the dependence on foreign cloud hosting in higher education in Rwanda.
Head teachers‘ strategic planning and pupils‘ academic performance in Masindi district, Uganda. A cross-sectional study.
Background: Effective headteacher strategic planning encompassing vision setting, resource allocation, stakeholder involvement, and monitoring has been linked in the literature to improved academic outcomes. This study assessed the association between headteachers' strategic planning and pupils' academic performance in public primary schools in Masindi District. Methodology: A cross-sectional research design was used, drawing from a target population of head teachers, deputy head teachers, teachers, School Management Committee chairpersons, and district education officials. Ninety teachers were surveyed using a self-administered, closed-ended Likert-scale questionnaire covering dimensions of strategic planning and perceived academic performance. Data were analyzed using SPSS version 20, with descriptive statistics (means, standard deviations) and Pearson correlation used to test the relationship between strategic planning and academic performance. Results: All 90 questionnaires were returned (100% response rate). Respondents were predominantly female (60.0%, n=54), aged 25–34 years (61.1%, n=5). Strategic planning practices were rated low to moderate vision/mission clarity (mean=1.31, SD=0.744), goal setting (mean=1.76, SD=0.975), stakeholder involvement in planning (mean=1.79, SD=0.828), and resource allocation (mean=1.96, SD=1.498). Conversely, perceived academic performance was rated high to very high by pupils performing well in PLE (mean=4.24, SD=1.193) and achieving Division One/Two (mean=4.24, SD=1.063). A strong, statistically significant positive correlation was found between strategic planning and academic performance (r=0.737, p<0.001, n=90). Conclusion: Strategic planning is significantly associated with pupils' academic performance in Masindi District, despite headteachers currently demonstrating weak practices in vision setting, stakeholder engagement, and resource allocation. Recommendation: Headteachers should strengthen school vision/mission articulation, set SMART goals, actively involve parents and community stakeholders in planning and budgeting, and improve transparent resource allocation and communication to enhance pupil academic outcomes.
Copyright (c) 2026 Monica Kiiza (Translator); Prof. Edris Serugo Kasenene (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
School management communication practices in government-aided secondary schools within Mbarara city. A cross-sectional study.
Background School management communication practices are essential for ensuring that school policies, rules, and expectations are clearly shared among administrators, teachers, and students. This study aims to assess the school management communication practices in government-aided secondary schools within Mbarara City. Methodology A descriptive cross-sectional survey research design was adopted. Both the questionnaire survey and an interview were used. Data was analyzed using a mixed-methods approach, combining both qualitative and quantitative techniques. Results The study had 100 respondents, 65% were male, while 35, representing 35%, were female. 55% were aged between 21 and 30 years, and respondents aged between 31 and 40 years constituted 21% of the total sample. 14% were 41–50 years, and respondents aged 51 years and above accounted for 10%. The majority of student leaders and teachers agreed that school rules, policies, and expectations are clearly communicated to students, with 20% strongly agreeing and 60% agreeing, resulting in a mean score of 2.05 (SD = 0.744). 18% strongly agreed, and 62% agreed that management regularly communicates updates on school events, with a mean of 2.08 (SD = 0.748). Responses regarding student involvement in meetings were more mixed, with only 10% strongly agreeing and 40% agreeing, while 35% remained neutral. The use of transparent communication channels, such as assemblies and notice boards, was strongly acknowledged, with 15% strongly agreeing and 65% agreeing (M = 2.11, SD = 0.723). 68% of respondents agreed that they are encouraged to share concerns (M = 2.13, SD = 0.677). Conclusion School management in government-aided secondary schools in Mbarara City generally communicates rules, policies, and updates effectively through assemblies and other channels, though student involvement in decision-making remains limited. Recommendation Schools should strengthen participatory communication by involving students more in meetings and feedback platforms to enhance transparency, engagement, and effective school management.
Copyright (c) 2026 Enock Bahereza, Dr. Basil Tibanyendera, Rev.Can. Kabakyenga Asaph (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Ai literacy and academic integrity in a globalised educational system: A systematic review.
The rapid integration of AI in higher education has revolutionized teaching, evaluation, and learning mechanisms, but at the same time, there are global concerns about the AI-related threats to academic integrity. Background: The increased usage of generative AI in higher education has further fueled the debate on the application of good AI practices and the need for AI literacy to ensure academic integrity in various educational settings. Objective: This systematic review was conducted to identify the definition of AI literacy and its association with AI-related integrity challenges in higher education settings. Methods: The qualitative thematic synthesis was conducted on 29 peer-reviewed articles (2015 to 2025) following the guidelines of the PRISMA 2020 protocol, utilizing literature from prominent scholarly databases. Results: The results of the systematic review indicate that there are various definitions of AI literacy in various settings, and there is no unified definition of AI literacy in learning settings. The results further indicate that there are various AI-related threats to academic integrity in various settings, and the usage of ChatGPT is on the rise, leading to plagiarism and authorship issues in various settings. Regional analysis: The results indicate that there are more studies in the Global North compared to the Global South. Conclusion: The results indicate that there is an association between AI literacy and AI-related integrity challenges in various settings. Implications for future research: The results of the systematic review indicate the need for further research to investigate the effect of AI literacy on good AI practices in various settings.
Copyright (c) 2026 Albert Byiringiro (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Managing the modern classroom: intra-learner, teacher-learner, and AI-learner interactions in secondary education: A systematic review.
The wide-ranging integration of artificial intelligence (AI) technology has had a significant impact on classroom management in secondary education. While traditional classroom management models focused on interactions between teachers and learners, the modern classroom environment requires consideration of intra-learner interactions and AI-learner interactions in addition to traditional teacher-learner interactions. Methods: A systematic literature search was conducted on Google Scholar, Scopus, and Web of Science to identify peer-reviewed studies on secondary education, classroom management, and AI-assisted learning. Based on the search results and after applying pre-defined inclusion criteria, 29 studies were included in the synthesis. The synthesis was conducted to identify three interaction domains: intra-learner interactions, teacher-learner interactions, and AI-learner interactions. Results: The studies indicate that behavioral regulation, cognitive engagement, and learner autonomy are optimized when intra-learner interactions, teacher-learner interactions, and AI-learner interactions occur in a synergistic manner. While AI-assisted learning enhances learner self-regulation and provides feedback to learners, it also poses a risk of digital addiction and a decrease in teacher-learner interaction if not balanced in an appropriate manner. Conclusion: The concept of tri-interactive classroom management provides an integrated framework for modern secondary education. It is imperative for teachers to develop skills that promote learner autonomy while simultaneously utilizing AI technology to function as co-regulators of the learning process. Future studies should investigate the application of this framework in diverse cultural contexts and its long-term effects on learners, including the role of AI in motivating and cognitively enhancing learners.
Assessment of institutional-related challenges and prospects to implementation of e-learning midwifery curriculum in Nursing and Midwifery training institutions in Uganda: A Cross-sectional study.
Background: Uganda's Ministry of Education and Sports, through the BTVET Directorate, aims to implement e-learning for midwife training. The study aimed to identify challenges and prospects to the effective implementation of e-learning midwifery curriculum in Nursing and Midwifery Training Institutions in Uganda, and propose strategies for effective implementation. Methods: Based on the Technology Acceptance Model, a cross-sectional study utilising a mixed methods research approach and pragmatist paradigm was conducted across 12 Nursing and Midwifery Training Institutions in Uganda, involving 52 Health Tutors, 11 Principals, and 152 students of the e-learning midwifery program. Data were collected using questionnaires, interview guides, and checklists, and were analyzed with SPSS (21.0) to generate descriptive statistics. Results: The study revealed that financial difficulties majorly hinder the effective implementation of the e-learning midwifery curriculum in Uganda. Key findings include 68.4% of respondents viewing class-time usage as ineffective, 61.2% cited inadequate staff commitment, lack of necessary resources such as curriculum copies (77%), updated work schemes (58%), and lesson plans (62%). Additionally, 92% of institutions lack active e-library systems, 52% lack online learning platforms, and 85% have no implementation and monitoring plans. However, experienced tutors, balanced institutional ownership, and a conducive learning environment present prospects for improvement dependent on enhancing ICT infrastructure. Conclusion: Uganda's e-learning midwifery curriculum implementation faces challenges like insufficient funding, poor teacher preparation, limited digital resource access, and inadequate infrastructure. However, the presence of experienced Health Tutors, Self-Motivation among students, and a supportive learning environment suggest opportunities for enhancement. Recommendations: Funding and scholarships for e-learning midwifery trainees, regular curriculum review and availability, strategies for effective use of class time, flexible tuition payment policies, e-platforms and e-libraries, and adherence to schemes of work can ensure successful and effective implementation of the e-learning midwifery curriculum in Uganda.
Copyright (c) 2025 Kenneth Bigabwa, Zam Zam Nyandara, Prisca Mbogo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Influence of cultural diversity and community support on students’ competence in the English language in secondary schools in Buvuma district, Uganda, a cross-sectional study.
Background: Competence in English requires linguistic, sociolinguistic, and strategic competence, encompassing error-free vocabulary, grammar, pronunciation, cultural understanding, and effective communication strategies in various situations. This study aimed to assess the impact of Cultural Diversity and Community Support on the English language proficiency of students in secondary schools in Buvuma District. Methodology: A cross-sectional study design was adopted with qualitative and quantitative methods of data collection, while employing the questionnaire method for teachers, interviews for head teachers and chairpersons, and focus group discussions for the students. 346 respondents were sampled, including 68 teachers, 280 students, 4 head teachers, and 4 chairpersons of the board of directors. Sample size was obtained using census, simple random, and convenience sampling techniques, and data was analyzed using mean, standard deviation, and regression analysis. Results: Findings show that 44.1% of respondents were 40–50 years, 55.9% were male, while 44.1% were female. Majority, 52.9% were married, 48.5% had a degree, and 29.4% had postgraduate or Master’s Qualifications. Following regression analysis, there was a significant positive relationship between recognizing cultural diversity and students' competencies in English. The coefficient (B) of 0.323 indicates that as cultural diversity increased, students' competencies in English also increased. Community support in language development certainly has a significant and positive impact on students' competencies in English. The coefficient of 0.310 indicates that students' English competencies should rise by.310 units for every unit increase in community support. Conclusion: Community support provides access to resources promoting language skills. Recommendation: Prioritize socio-cultural factors to facilitate students’ English competency, as these factors often stem from the students’ home society.
Copyright (c) 2026 Tryphena Nabejja, Joseph Muyunga, Eric Niringiyimana (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Involving stakeholders in educational planning and meeting societal needs for education in Rwanda: a case of Kayonza, Rwanda.
Background Inclusion of stakeholders has been identified as an important component in modern education planning, especially in a decentralized context where education can be aligned with the needs of society. Within the Rwandan context, Vision 2050 recognizes stakeholder engagement as a way of not only ensuring relevance but also of achieving greater accountability and transformation of society. But in spite of these commitments, not much has been documented in relation to the constructivist component of stakeholder engagement. In light of these limitations, the research adopted a qualitative research paradigm that conformed to constructivist principles. Methods The study targeted 28 participants using purposively targeted sampling. These participants included district education authorities, schools' head teachers, teachers, parents, as well as students. The study involved conducting semi-structured interviews and Focus Group Discussions that were analyzed thematically based on the Braun and Clarke framework. Results Findings show that early and continued engagement of stakeholders improves the relevance of the curriculum, accountability, policy/project implementation, and student motivation in secondary schools. The study also shows that successful engagement of stakeholders helps to improve trust within schools and indeed aligns school planning with social needs in society. However, the study has identified some challenges, which include planning structures that are centralized and hierarchical, with barriers that are socio-cultural and communicative. Conclusion The study concludes that stakeholder participation in planning for secondary education in Rwanda is, in fact, a social and learning process rather than an administrative process. Recommendation The study therefore recommends that Rwandan education planners should enhance stakeholder capability for participation in planning and adopt culturally responsive approaches to improve planning outcomes.
In-service training and teachers’ performance in private secondary schools in Juba City Council, South Sudan, A cross-sectional study.
Background: Teachers’ competencies and performances in South Sudan are a major factor contributing to poor performance among candidates in national exams. This study assessed the relationship between in-service training and teachers’ performance in private secondary schools in Juba City Council, South Sudan. Methodology: The study adopted a descriptive research design involving teachers in ten (10) selected private secondary schools in Juba city, and out of a population of 110, a sample of 86 was selected. The survey method, involving closed-ended questionnaires, and the interview method, using an interview guide, were used to collect data. Results: Out of 78 respondents, 56 (71.8%) were males, 22 (28.3%) were females, and 39.5% were aged 38-47 years. While 51.3% were Degree holders, 27.6 % were diploma holders, 17.1% were certificate holders, and 3.9% were master's or higher level of education. The most, 57.9% have worked in the teaching profession for 10-15 years. Findings depict that in-service training is a highly popular method of professional development of teachers in the selected secondary schools (Mean = 4.180 rated out of 5). There is a significant positive relationship between in-service training and teachers’ performance (r = 0.624, p-value < 0.05). In- last five years, in-service training of teachers in universities has been emphasized and improved professional development (mean of 4.189 and standard deviation of 0.548, and 4.201 and standard deviation of 0.569), with the majority of teachers progressing their teaching careers through in-service training (mean of 4.561 and standard deviation of 0.719). Conclusion: In-service training affects teachers’ performance. Increasing in-service training in private secondary schools significantly increases the likelihood of improving teachers’ performance. Recommendation: Monitoring and evaluation of the learning process by head teachers of private secondary schools and the Ministry of Education and Instructions to make in-service training more productive and effective.
Copyright (c) 2025 John Mary Viane Karinda, Dr. George Dang, kateregga salongo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Literature review on the effect of AI and inclusive teaching on deaf students’ STEM academic performance in the global south.
This literature review examines the intersection of artificial intelligence technologies and inclusive teaching strategies in enhancing the academic performance of deaf students in STEM programs across higher education institutions in the Global South. Despite increasing enrollment, deaf students continue to face significant barriers in STEM disciplines, with achievement gaps, high dropout rates, and underrepresentation well-documented across Africa, Asia, and Latin America. Through rigorous analysis of 86 studies published between 2010-2024, this review synthesizes evidence on three key dimensions: AI applications, inclusive pedagogical approaches, and their integrated implementation. Findings reveal that AI-powered technologies, including automated speech recognition, sign language processing, and adaptive learning platforms, demonstrate promising impacts when contextually appropriate, with documented improvements in comprehension, engagement, and assessment outcomes. Similarly, inclusive teaching strategies incorporating Universal Design for Learning principles, visual pedagogies, and collaborative frameworks show significant effectiveness in reducing achievement gaps. The review identifies that integrated approaches combining technological solutions with pedagogical innovations produce the strongest outcomes, with average academic performance improvements of 31% compared to single-intervention approaches. However, implementation challenges persist, including infrastructure limitations, faculty preparation gaps, and resource constraints characteristic of Global South contexts. The review concludes with comprehensive recommendations addressing policy frameworks, faculty development, technological infrastructure, and ethical considerations for sustainable implementation. By examining both technological and pedagogical dimensions of accessibility, this study provides a comprehensive foundation for evidence-based practices to support deaf students in STEM higher education across resource-constrained environments.
Copyright (c) 2026 John Ndamage, Petros Chavula, Ngonge Rweyendera, Memory Ayebare (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Relationship between resource mobilization and the implementation of education infrastructure expansion policy in government aided secondary schools in Bukonzo east constituency Kasese district. A cross-sectional study.
Background: The successful implementation of the Education Infrastructure Expansion Policy in government-aided secondary schools depends heavily on the ability of school governance structures particularly Boards of Governors (BOGs) to mobilize resources. Despite the policy’s intention to expand classrooms, laboratories, libraries, and staff housing, disparities in infrastructure development remain evident in Bukonzo East Constituency, Kasese District. Limited government funding, weak coordination, and inadequate capacity of BOGs continue to hinder policy outcomes. Methodology: The study employed descriptive and correlational research designs using both quantitative and qualitative approaches. A sample of 136 respondents was selected from a target population of 210 stakeholders including head teachers, teachers, student leaders, and BOG members. Data were collected using questionnaires, interviews, and documentary reviews. Quantitative data were analysed using SPSS, employing descriptive statistics, Pearson correlation, and regression analysis. Qualitative data were analysed thematically. Results: The response rate was 88.2%. Quantitative findings showed that BOGs were active in mobilizing in-kind support, voluntary labour, and student sponsorship but weak in fundraising, lobbying government, and partnering with NGOs. Policy implementation indicators including adherence to timelines, electricity access, laboratory functionality, library facilities, and classroom standards were generally low. Correlation results revealed a strong positive relationship between BOG resource mobilization and policy implementation (r = 0.784, p = 0.002). Regression analysis showed that resource mobilization significantly predicted policy implementation (B = 0.582, β = 0.662, p < 0.001). Conclusion: Implementation of the Education Infrastructure Expansion Policy in Bukonzo East remains uneven and limited. Resource mobilization by BOGs is the strongest driver of successful infrastructure development, demonstrating the need for enhanced capacity and better coordination. Recommendations: Strengthen BOG capacity through training in proposal writing, strategic planning, and partnership development; institutionalize School Improvement Plans; create structured platforms linking schools to NGOs; and introduce matching grants to incentivize local resource mobilization.
Copyright (c) 2025 Bwambale Agabito, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The influence of cultural beliefs on girls’ completion of lower secondary education in Kayunga District. A cross-sectional study.
Background. Girls’ completion of lower secondary education remains a critical concern in Kayunga District, where cultural norms continue to influence schooling outcomes. This study examined the relationship between cultural beliefs and girls’ completion of lower secondary education in Kayunga District. Methodology. A descriptive, correlational, and cross-sectional survey design was employed, using a mixed-methods approach to gather both quantitative and qualitative data. The target population comprised 550 individuals, from which a sample of 226 respondents was selected using stratified and purposive sampling. Data were collected using questionnaires, interviews, and documentary review checklists, and were analyzed using SPSS V26 for quantitative data and thematic analysis for qualitative data. Results. Most respondents (42.7%) were aged 16–17 years, 62.0% attended government schools, and 19.7% had experienced teenage pregnancy. Cultural beliefs strongly influenced schooling patterns, with high agreement on expectations of early marriage, domestic roles, and prioritization of boys’ education (mean scores ranging from 3.84 to 4.18). Many respondents confirmed that girls frequently drop out before Senior Four (Mean = 4.23) and often repeat classes (Mean = 3.87). A strong, statistically significant correlation was found between cultural beliefs and girls’ completion of lower secondary education (r = 0.731, p = 0.001). Regression results further indicated that cultural beliefs account for 75.9% of the variance in girls’ school completion (R² = 0.759), demonstrating substantial predictive influence. Conclusion. Cultural beliefs have a significant and strong positive correlation with girls’ completion of lower secondary education. Cultural norms such as early marriage, domestic role expectations, and negative perceptions of girls’ education continue to impede educational attainment. Recommendation. Community sensitization programs should be intensified to challenge harmful cultural norms that prioritize early marriage and domestic roles for girls over education. These campaigns should involve local leaders, parents, religious institutions, and cultural gatekeepers.
Copyright (c) 2025 Diana Namazzi, Ass. Prof. Vincent Kayindu, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
AN ASSESSMENT OF SOCIO-ECONOMIC FACTORS AND PUPIL DROPOUT IN UPE SCHOOLS OF BUIKWE TOWN COUNCIL, BUIKWE DISTRICT, UGANDA
Copyright (c) 2025 Lubaale Mustafa, Dr. Fawz Mulumba, Mohammed Ssendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The influence of parents’ level of education on pupils’ academic performance in primary schools of Busamizi Subcounty, Buvuma district. A Cross-sectional study.
Background. Parental education has long been recognized as a key predictor of children’s learning outcomes, shaping academic support, expectations, and educational opportunities at home. This study examined the influence of parents’ education levels on pupils’ academic performance in primary schools in Buvuma District. Methodology. A descriptive cross-sectional study design was employed, involving pupils selected through stratified and simple random sampling. Data were collected using questionnaires, interviews, and documentary review. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation, and linear regression, while qualitative responses were thematically analyzed. Results. The majority of participants were girls (57%), aged 11–14 years (80.8%), and had spent between 1 and 10 years in school. Parental involvement practices such as checking homework (M=1.70, SD=1.042), assisting with assignments (M=2.43, SD=1.355), reading school letters (M=2.01, SD=1.131), and providing study time (M=1.97, SD=1.050) positively influenced pupils’ academic performance. Pearson’s correlation indicated a significant positive relationship between parents’ education level and academic performance (r = .586, p < .001). Regression results further showed that parental education explained 33.3% of the variance in pupils' academic performance (Adjusted R² = .333). Conclusion Parental level of education was statistically significant towards pupils’ academic performance in Buvuma district. The educational attainment of their children in both rural and national samples was easily influenced by their conducive home study environment. Recommendation. Different stakeholders, such as government (policy makers) and the school administrators, the parents, and opinion leaders, should be considered so that good academic performance of pupils in Buvuma district is attained.
Copyright (c) 2025 James Higenyi Nesomi, Dr Fawz Mulumba, Dr. Mohammed Sendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Administrative roles of school management committee (SMC) and performance of UPE schools in Chelekura sub-county schools. A cross-sectional study.
Background. Universal Primary Education (UPE) in Uganda was introduced to improve educational access, quality, and learner outcomes. This study examined the influence of SMC administrative roles on the performance of UPE schools in Chelekura Sub-County, Pallisa District. Methodology A descriptive cross-sectional design was employed, utilizing both quantitative and qualitative approaches. Data were collected from upper primary school teachers, learners, head teachers, and school management committee members using self-administered questionnaires and interview guides. Qualitative data was analyzed using content analysis, and quantitative data were analyzed using SPSS. Descriptive statistics, Spearman correlation, coefficient of determination, and chi-square were used in data analysis. Results Males constituted 61% of respondents, most were aged 40-49 years (49%), and 42% had served for 4-6 years. Descriptive statistics indicated strong agreement that SMCs actively execute administrative duties, with mean scores ranging from 4.11 to 4.78. Administrative roles demonstrated a strong positive correlation with school performance (r = 0.960, p < 0.01). Chi-square results further confirmed a significant association between administrative functions and academic outcomes (χ² = 268.071, p < 0.05). Regression analysis revealed that administrative roles significantly predicted UPE school performance (β = 1.149, p < 0.05), contributing substantially to the overall variance explained (Adjusted R² = 0.943). Conclusion There is a positive relationship between the administrative role of the School Management Committee (SMC) and the performance of UPE schools. The administrative role is the most important aspect of the SMC in ensuring the academic performance of government aided schools in the district. Recommendation School management committee capacity should be enhanced by the local government to improve on their administrative role.
Copyright (c) 2025 Martin Omunyokol, Dr. Muhamad Ssendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A cross-sectional study to examine the relationship between participatory planning and the delivery of education services in Katerera urban council, Rubirizi, Uganda.
Background The study aimed to examine the relationship between participatory planning and the delivery of education services in the Katerera urban council. Methodology The study used a cross-sectional study design with both qualitative and quantitative approaches to allow in-depth investigation and triangulation. A target population of 132 stakeholders was sampled to 121 using Krejcie & Morgan tables through purposive and simple random sampling. Data were collected using questionnaires and face-to-face interviews guided by validated and reliable instruments. Quantitative data were analyzed using SPSS with descriptive and inferential statistics, while qualitative data underwent thematic and content analysis. Ethical procedures, including confidentiality and informed consent, were strictly observed. Results The study achieved a 62 percent overall response rate, with questionnaires returning 53 percent and interviews 77 percent, meeting the acceptable threshold for validity. Male respondents constituted 61 percent, while 39 percent were female, and 36.6 percent held Diplomas as their highest qualification. Most respondents were aged 40 to 49 years at 39 percent and had served for 6 to 15 years at 46 percent, reflecting adequate experience. Politicians formed the largest respondent group at 53.7 percent, followed by technical staff at 29.3 percent. Descriptive results indicated strong agreement above 90 percent that participatory planning improves performance, access, and affordability of education services. Participatory planning showed a statistically significant positive correlation with education service delivery, with Pearson r equal to 0.435 and p equal to 0.004. Regression results confirmed that participatory planning explained 16.8 percent of variations in education service delivery, demonstrating its meaningful contribution Conclusion Participatory planning has a significant positive effect on the delivery of education services in the Katerera urban council. Recommendation Both central and local governments should undertake vigorous and deliberate awareness campaigns to sensitize citizens on their roles in planning for the delivery of education services.
Copyright (c) 2025 John Mahesi, Dr. Muhammed Sendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A cross-sectional study to establish the relationship between monitoring and evaluation planning and the performance of Universal Primary Education program in Iganga municipality.
Background The study aimed to establish the relationship between monitoring and evaluation planning and the performance of the UPE program in Iganga municipality. Methodology The study used a cross-sectional survey design combining quantitative and qualitative approaches. The population comprised 118 respondents from seven UPE schools in Iganga, including MoES officials, DEO, DIS, headteachers, and teachers, selected through purposive and simple random sampling. Data were collected via questionnaires for teachers and semi-structured interviews for officials and headteachers. Instruments were validated (CVI = 0.738) and reliability tested (Cronbach’s alpha 0.653–0.890). Quantitative data were analyzed using descriptive statistics, Spearman correlation, and regression; qualitative data underwent thematic content analysis. Ethical standards were observed throughout. Results. The study achieved a 96% response rate (107 respondents). Most were female (61%), held diplomas (59%), had over 10 years’ experience (57%), and were aged 30–39 (64%). Only 51% agreed that specific M&E goals were set, while 48–77% reported that measurable, achievable, realistic, time-targeted, and clear goals were rarely set. Regarding budgeting, 49% agreed non-financial resources were timely allocated, while 28–52% indicated delays, misuse, or unclear allocation. UPE performance was low, with 50–60% reporting poor completion rates, quality, and stakeholder dissatisfaction. Regression showed a strong positive relationship between M&E planning and UPE performance (Multiple R = .807, Adjusted R² = .646), with goal setting (β = 0.08, p = .007) and budgeting (β = 0.47, p = .000) significantly influencing outcomes. Interviews highlighted inadequate funding, poor logistics, and weak planning as barriers to educational quality. Conclusion Effective M&E planning significantly enhances UPE program performance, while poor planning leads to weak outcomes. Recommendation The Ministry of Education and Sports should improve M&E planning by ensuring proper budgeting and setting clear, measurable, achievable, realistic, time-targeted, and well-defined goals.
Copyright (c) 2025 Irene Nakagolo, Dr. Muhammed Ssendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The Influence of competences-based teaching on the academic performance of students in secondary schools in Iyolwa Sub-County, Tororo District. A cross-sectional study.
Background. Competence-based teaching has become an essential pedagogical reform aimed at improving learners’ mastery of practical skills, critical thinking, and real-world application. This study examined the relationship between competence-based teaching and students’ academic performance. Methodology: A descriptive cross-sectional research design was adopted, involving 162 teachers selected from government and private secondary schools. Data were collected through questionnaires, interviews, and document reviews. Quantitative data were analyzed using descriptive statistics, correlation, and regression, while qualitative responses were thematically analyzed. Competence-based teaching indicators and academic performance measures were computed to determine their relationship. Results: Respondents were 54.7% male, predominantly aged 25–44 years, with most holding a Bachelor’s degree (52%). Teaching experience ranged widely, with 31.3% having 6–10 years. Findings revealed low implementation of competence-based practices, particularly in lesson planning (Mean = 2.57), performance-based assessments (Mean = 2.43), and curriculum alignment (Mean = 2.87). Teachers cited limited training, inadequate teaching resources, and large class sizes as major constraints. Academic performance indicators were similarly low, with mean scores ranging between 2.20 and 2.59, indicating limited mastery, weak skill development, and inconsistent progression. Correlation analysis showed a significant positive relationship between competence-based teaching and academic performance (r = 0.563, p < 0.01). Regression results confirmed competence-based teaching as a significant predictor of student achievement (B = 0.268, p < 0.01), explaining 46% of performance variance. Conclusion: Competence-based teaching moderately influences academic performance; however, its implementation remains inadequate due to training and resource limitations. Recommendations: Strengthen teacher training, increase resource allocation, provide administrative support, and enhance practical learning environments to improve competence-based pedagogy and student outcomes.
Copyright (c) 2025 Florence Adikini Ochola, Dr. Patrick Waiswa, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A cross-sectional study on the influence of Social & Emotional Development on Learner Achievements in Pre-Primary Schools in Nakasongola Town Council.
Background. Social and emotional development (SED) forms a critical foundation for children’s readiness to learn, interact, and transition successfully into primary education. This study examined the influence of SED on learner achievement in selected pre-primary schools within the Town Council. Methodology. The study adopted a descriptive, correlational, and cross-sectional survey design within a mixed-methods approach, integrating both quantitative and qualitative data. The target population comprised 160 participants, including teachers, head teachers, inspectors of schools, and the District Education Officer. A sample of 113 respondents was selected using Krejcie and Morgan’s (1970) table. Data were collected through questionnaires, interviews, and document review, and analyzed using SPSS version 24 for quantitative data and thematic analysis for qualitative data. Results: The sample consisted of 67% female teachers, 54% held certificates. Overall SED among learners was low, with mean scores ranging from 1.95 to 2.20 on a 5-point scale. Emotional regulation scored the lowest (M = 1.95, SD = 0.62). Learners struggled with emotional expression, empathy, self-regulation, cooperative play, and confidence. Correlation analysis revealed a significant positive relationship between SED and learner achievement (r = 0.63, p < 0.01). Regression results showed that SED significantly predicted learner achievement (β = 0.28, p < 0.001), accounting for a substantial proportion of the variance (R² = 0.61). Conclusion. The study established a significant positive relationship between social and emotional development and learner achievements. This implies that children who exhibit self-regulation, empathy, cooperation, and positive social interactions tend to perform better both academically and behaviorally. Recommendation. Pre-primary teachers should integrate social and emotional learning (SEL) activities such as role-playing, emotion recognition, and cooperative play into daily classroom routines.
Copyright (c) 2025 REBECCA BIRUNGI (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of in-service training on teacher performance in public primary schools in Kakiri sub-county, Wakiso district. A cross-sectional study.
Background: In-service training (INSET) is a cornerstone of Teacher Professional Development, aimed at updating pedagogical knowledge and skills. This study examined the relationship between in-service training and teacher performance in this context. Methods: A cross-sectional, mixed-methods correlational survey design was employed. A sample of 108 respondents (101 teachers and 7 head teachers) from 10 public primary schools was selected using stratified and purposive sampling. Data were collected via questionnaires, interviews, and documentary review. Results: Demographic data revealed a predominantly female (58.0%), middle-aged (40.0% aged 30-39), and professionally qualified workforce, 50.0% held a Diploma in Education. Education: The study found a significant positive correlation between in-service training and teacher performance (r = 0.68, p < 0.01). However, descriptive findings indicated that INSET was limited, irregular, and of low perceived quality. Teachers reported inadequate training materials, lack of follow-up support (Mean=2.0), and poor alignment with the curriculum (Mean=2.1). Qualitative data from head teachers confirmed these challenges, citing infrequent district-level training and insufficient institutional support. Recommendations: It is recommended that in-service training programs be made more continuous, school-based, and practical. Training content should be co-designed with teachers to ensure relevance to classroom realities, with a strong emphasis on follow-up mechanisms to reinforce learning. Conclusion: While in-service training has a strong potential to enhance teacher performance, its current implementation in Kakiri Sub-County is ineffective. A shift from ad-hoc workshops to a structured, supportive, and relevant INSET model is crucial for improving instructional quality.
Copyright (c) 2025 Sarah Nakami, Dr. Muhammad Sendagi, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Social school environment and the academic performance of pupils in rural public primary schools. A cross-sectional study.
Background Despite efforts by government and school administrators to improve learning conditions, academic outcomes in rural primary schools remain low, particularly in literacy, numeracy, attendance, and national examination performance. This study examined the influence of the social school environment on the academic performance of pupils in public primary schools in Kakiri Sub-County, Wakiso District. Methodology The study adopted a correlational and cross-sectional research design within a mixed-methods design. A sample of 248 respondents was selected using stratified random sampling for teachers and pupils, and purposive sampling for head teachers. Data were collected through structured questionnaires, semi-structured interviews, and documentary reviews, and analysed using descriptive and inferential statistics (Pearson’s correlation) for quantitative data, and thematic analysis for qualitative data. Results Most pupils aged 13–14 years (56%) and having attended their schools for 2–5 years (61%). Teachers were predominantly male (61%). There was a moderately positive social interaction, with supportive teacher–pupil relationships (Mean = 3.92) and respectful peer interactions (Mean = 3.78). However, guidance and counselling services (Mean = 3.05) and bullying prevention (Mean = 3.28) were weak. Academic performance indicators were generally low, with poor literacy, numeracy, test performance, and PLE outcomes (overall mean = 2.84). Correlation results revealed a significant positive relationship between the social school environment and academic performance (r = 0.60, p < 0.01). Regression analysis revealed that the school environment accounted for 55% of the variance in academic performance (R² = 0.55), with the social environment emerging as a significant predictor (β = 0.34, p < 0.01). Conclusion The study established that supportive social interactions enhance pupil performance, while weak counselling services, irregular attendance, and low parental involvement hinder academic achievement. Recommendation The school should strengthen its guidance and counselling programs, improve teacher-parent communication, reduce class sizes, and enforce anti-bullying measures.
Copyright (c) 2025 Lydia Namirembe, Dr. Doreen Ankunda, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A cross-sectional study on the influence of career development on teachers’ performance in selected public secondary schools in Kakumiro District.
Background Career development has increasingly been recognized as a key driver of teacher motivation and instructional effectiveness, yet disparities in access to training, mentorship, and promotion opportunities persist. This study examined the influence of career development on teachers’ performance in selected public secondary schools in Kakumiro. Methodology A descriptive cross-section and correlational research design were employed, and data were collected from teachers using structured questionnaires and key informant interviews. Descriptive statistics summarized demographic characteristics and mean ratings, while Pearson correlation and regression analyses assessed the relationship and predictive effect of career development on teacher performance. Results Most respondents were male (69%), aged 32–42 years (52.7%), married (66.7%), and degree-holders (69.8%), with a mix of teaching experience. Results revealed generally positive perceptions of career development opportunities, with mean scores ranging from 3.12 to 3.96. Teacher performance was rated highly across preparation, instructional resource access, assessment practices, and administrative support, with mean scores between 3.58 and 4.05. Correlation analysis established a strong positive relationship between career development and teacher performance (r = 0.712, p < 0.01). Regression results showed that career development significantly predicted teacher performance (β = 0.286, p < 0.001), and the overall model explained 79.1% of the variance in performance. Conclusion Career development is positively linked to teacher performance in the sampled public secondary schools, indicating that professional growth opportunities can play a meaningful role in enhancing instructional quality and outcomes. Recommendation Districts should allocate dedicated resources for ongoing professional development, including time for collaborative learning, access to high-quality training, and incentives for participation, so that development opportunities translate into sustained improvements in classroom practice and student outcomes.
Copyright (c) 2025 Annet Nanvubu, Dr. Fawz Mulumba, Edmand Bakashaba (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Relationship between community security education and public safety in Nansana municipality. A cross-sectional study.
Background Community Security Education (CSE) is the efforts aimed at enhancing public awareness, knowledge, and capacity to participate in community-based safety and crime prevention initiatives. The study aimed to establish the relationships between Community Security Education and public safety in Nasana Municipality. Methodology A descriptive, correlational, and cross-sectional survey design was employed, targeting 420 respondents, from which a sample of 210 was selected using the Krejcie and Morgan (1970) table. Data were collected using questionnaires, interview guides, and documentary review checklists. Stratified and purposive sampling techniques were applied to ensure representativeness and the inclusion of key informants. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically with the aid of NVivo software. Results The study findings revealed that a majority of the respondents were male (n = 90, 60.0%), while females constituted 40.0% (n = 60) of the sample. CSE in Nansana Municipality is insufficient, poorly coordinated, and inadequately targeted, limiting residents’ capacity to actively participate in crime prevention and community policing initiatives. Public safety in remains low, characterized by high levels of fear, insufficient security infrastructure, and weak policing mechanisms. Significant positive relationships between local Security Committees and public safety (r = .652, p < 0.01), These results indicate that organized community security structures greatly enhance public safety in Nansana Municipality. Conclusion Community policing programs play a pivotal role in reducing crime and promoting safety through collaborative community engagement, environmental management, and awareness initiatives. Recommendation Municipal authorities and the police intensify community security education, strengthen and equip local security committees, and integrate CPTED principles into urban planning and infrastructure development. Such integrated approaches will foster sustainable public safety and community resilience within Nansana Municipality.
Copyright (c) 2025 Fausta Nabunnya, Dr. Fawz Nassir Mulumba, Bakashaba edmand (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Impact of Parents’ Financial Participation on Academic Performance among Students in Selected Universal Secondary Education Schools in Kumi District, Uganda. A cross-sectional study.
Background: Parental participation in school financing is increasingly recognized as a critical determinant of educational quality and student performance, particularly in Universal Secondary Education (USE) schools. This study examines the relationship between parents’ participation in school financing and students’ academic performance. Methodology: A cross-sectional study design was used, involving teachers, students, and parents from selected USE schools in Kumi District. Quantitative data were collected through structured questionnaires and school records. Descriptive statistics summarized demographic characteristics and levels of parental participation. Pearson product-moment correlation analysis was used to determine the relationship. Results: The majority, 84% of teachers, held degree qualifications. Teachers’ ratings indicated low parental financial participation in school financing (44.2%). Students revealed that many parents paid school fees in installments (20.9%), which negatively affected attendance and access to school activities. A strong, positive, and statistically significant relationship was found between parents’ participation in school financing and students’ academic performance (r = 0.967, p = 0.007). However, no significant relationship emerged between parental involvement in financial management and students’ performance (r = –0.116, p = 0.750). Conclusion: Parents’ participation in financing school activities significantly contributes to improved student academic performance. However, their involvement in financial management processes does not influence learning outcomes. Recommendations: Strengthen parent-school engagement; implement sensitization programs on timely fee payment; promote transparency in school budgeting; and encourage comprehensive parental support for academic activities.
Copyright (c) 2025 Loyce Mary Ajalo, Dr. Ssendagi Muhammad (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Performance Management Practices and Teachers’ Performance in Selected Universal Secondary Education Schools in Serere District, Uganda.
Background. Effective performance management is central to strengthening teacher productivity and improving learning outcomes in secondary schools. This study examines the relationship between performance management practices and teachers’ performance in selected Universal Secondary Education (USE) schools in Serere District, Uganda. Methodology. The study employed a correlational research design to establish the relationship between the two study variables. Data was collected from 136 teachers. Statistical analyses, including descriptive and inferential analyses, were adopted in the study. Descriptive analysis involved the use of frequencies, means, and standard deviations. Inferential analysis involved Pearson’s correlation to examine the relationship between the study variables and the independent sample t-test and one-way ANOVA to compare the means of the respondents in light of teachers’ performance. Results. Most respondents were male (59.6%), aged between 30 and 39 years (61%), degree holders (61%), and had 7–10 years of teaching experience (58.8%). Teachers exhibited generally high performance, with an overall mean of 4.1. High levels of agreement were reported regarding curriculum mastery, use of learner-centered methods, lesson preparation, and assessment. Performance planning was strongly practiced, with teachers developing individual performance plans aligned with school goals (Mean = 4.33; r = .297, p < .05), showing a significant positive relationship with performance. Performance monitoring was also positively associated with teachers’ performance (r = .184, p < .05). However, performance evaluation showed no statistically significant relationship with teachers’ performance (r = .163, p = .058), largely due to inconsistencies in timely feedback and implementation of review recommendations. Conclusion. While performance planning and monitoring significantly enhance teacher performance, performance evaluation processes require strengthening. Recommendation. Schools should improve the consistency, timeliness, and follow-up of evaluation feedback and ensure full implementation of review recommendations.
Copyright (c) 2025 Yusuf Lumago, Dr. Muhamad Ssendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The relationship between emotional abuse and pupils’ retention in UPE schools in Mityana district. A cross-sectional study.
Background Emotional abuse is the infliction of psychological harm, such as emotional mistreatment, humiliation, intimidation, and manipulation, on an individual. It encompasses behaviors that undermine a person’s self-worth and emotional stability, often resulting in long-term psychological consequences. This study examined the relationship between emotional abuse and pupils’ retention in UPE schools in Mityana District. Methods The study used a descriptive correlation and cross-sectional survey design. The study used primary seven pupils, teachers, and parents (school management committee members) as respondents. 123 respondents were selected from a population of 180 participants, who were selected from primary schools in Mityana District. These were selected using simple random sampling, convenience sampling, and purposive sampling techniques. The researcher used self-administered questionnaires and interview guides to collect primary data and a documentary review checklist for secondary data. Results Findings showed that the majority of the respondents were female (63.0%), belonged to the age range of 0-20 years (66.7%), were single (66.7%), and had a primary level of education (66.7%). Emotional abuse of pupils is school contributes to school drop outs in primary schools with a significant negative correlation (r=-0.451, 0.011) between emotional abuse and pupils’ retention in PUE schools in Mityana District. Conclusions There was a significant negative correlation between emotional abuse and pupils’ retention in PUE schools in Mityana District; hence, emotional abuse is fairly common in Mityana District and forces pupils to leave primary schools. Generally, Child abuse in the form of emotional abuse has a negative impact on school enrolments in Mityana District. Recommendations Schools should establish counseling services within UPE schools to provide emotional support to students. Trained professionals should be available to listen, support, and guide students who have experienced abuse, helping them navigate their emotions and recover from trauma.
Copyright (c) 2025 Ben Kibunguchi, Dr. Muhammad Sendagi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
A cross-sectional study to investigate how Teachers' ICT Competence influences the implementation of the new lower secondary curriculum in Gombe Division, Wakiso District.
Background Teachers’ ICT competence is a critical determinant of successful curriculum implementation. The study aimed to investigate how Teachers' ICT Competence influences the implementation of the new lower secondary curriculum in Gombe Division, Wakiso District. Methodology The study adopted a convergent parallel mixed-methods design in Gombe Division, Wakiso District, Uganda. Data were collected concurrently using questionnaires, interviews, and observations from 351 participants, including students, teachers, administrators, and municipal education officials selected through stratified random and purposive sampling. Quantitative data were analyzed using descriptive statistics and correlations in SPSS, while qualitative data underwent thematic analysis in NVivo. Instrument validity and reliability were ensured through CVI, Cronbach’s alpha, and piloting, alongside strict ethical procedures during curriculum implementation assessment processes across secondary schools. Results The study achieved excellent response rates: 310 of 311 student questionnaires were analyzed (99%), and 32 of 40 interviews were completed (80%). Students were 53.2% female and 46.8% male; most were aged 15–17 years (51.0%), with 53.9% in S.3. Among administrators and teachers, 55% were male, 50% held degrees, 30% master’s degrees, and 75% had over four years’ experience. Teachers’ ICT competence showed moderate means (2.77–2.96). Positive perceptions ranged from 44.2% to 48.4%, while disagreement reached 40.7%. Students reported positive or very positive ICT impact (54.9%). Key challenges were limited training (36.1%) and inadequate resources (30.0%). Teacher competence correlated strongly with curriculum implementation (r = .730, p < .001) and explained 53.3% of variance (R² = .533). Interviews confirmed that ICT improves engagement despite time and technical constraints across local schools. Conclusion ICT utilization significantly improves curriculum implementation, though engagement gaps and resource challenges persist. Recommendation Educational policymakers and the Ministry of Education and Sports should provide targeted ICT professional development to strengthen teachers’ skills and enhance the delivery of the curriculum.
Copyright (c) 2025 Isaac Kasule, Ssenteza Aloyzious (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Areas of high academic and extracurricular activities performance among learners with attention deficit hyperactivity disorders (ADHD) at Makindye Ssabagabo, municipality, Wakiso district, Uganda. A cross-sectional study.
Background. Worldwide education of ADHD was never prioritized by any society. These learners would face challenges of denial and discrimination in all activities. This study explores areas of high academic and extracurricular activities performance among learners with attention deficit hyperactivity disorders at Makindye Ssabagabo, Municipality, Wakiso district, Uganda. Methodology. The target population comprised two categories of participants, i.e., teachers and learners with attention deficit and hyperactivity disorders. A qualitative research approach, guided by a case study design, was employed in the study. Non-participant observations and Mini Focus Group Discussions were used in collecting data. The study was carried out from June 2022 to March 2023. Results. The majority of the participants, 10(66%), were males, between the 16-20 age bracket, and 4 LADHD in the classes of Primary six to Primary seven. Findings show that LADHD are capable of participating, though with difficulty, and interest increases when teachers include songs and rhymes in teaching. These learners were also observed to be abusive to others, have destructive behaviours, beat their peers, and withdraw from activities. LADHD does not move on smoothly in class activities, and has challenges in reading, writing, spelling, and numeracy. Observations show that these learners do not complete the given exercise at the same time as other ordinary peers, and when it comes to summative assessment, it is mostly used together with their ordinary peers. Conclusions. LADHD students have the capability of participating in class activities with other ordinary peers, more so when teachers use songs and rhymes in their teaching and learning process. These learners do well in indoor and outdoor activities like Games, Athletics, Swimming, Music, and Dance. Recommendations. The curriculum developers should design the curriculum that shows time adjustments to cater to the ever-growing needs of the learners.
Copyright (c) 2026 Paul Munialo, Professor John Baptist Okech, Dr. Juliet Nakalule Wamala (Author) https://creativecommons.org/licenses/by-nc-nd/4.0