Faculty of Education, Arts and Media Studies [FEAMS]

Permanent URI for this communityhttp://localhost:4000/handle/20.500.12284/131

Browse

Now showing 1 - 20 of 145

Academic Incentives and Completion Rates Among O-Level Students in Secondary Schools of Kajara County, Ntungamo District
(East African Nature & Science Organization, 2025-07) Natukwasa Asiati; Dr. Basil Tibanyendera, PhD; Dr. Sudi Balimutajjo, PhD
The study was about academic incentives and completion rates among O-Level Students in secondary schools of Kajara County, Ntungamo District. Academic incentives are increasingly recognised as a crucial strategy in enhancing student motivation, performance, and school completion rates. This study aimed to assess the effect of academic incentives on completion rates among O-Level students in secondary schools in Kajara County, Ntungamo District. The objectives were to examine the various forms of academic incentives used, assess the progression in completion rates over the past three years, and establish the relationship between academic incentives and completion rates. The study employed a cross-sectional design. This was conducted among a sample of 357 participants, including head teachers, teachers, members of boards of governors, and students, selected from secondary schools in Kajara County. Data were collected through questionnaires and interview guides. Qualitative data were analysed thematically, while quantitative data were analysed using SPSS Version 28.0. Findings indicated that various academic incentives were in use, such as scholarships, academic prizes, extra tutoring, mentorship programs, and merit-based rewards. These incentives were widely perceived as motivating and effective in enhancing academic performance. The analysis also revealed a general upward progression in completion rates over the past three years. A Pearson correlation coefficient of 0.134 (p = 0.009) showed a weak but statistically significant positive relationship between academic incentives and completion rates, indicating that incentives slightly contributed to higher retention and completion rates. The researcher concluded that academic incentives are instrumental in supporting student retention and success at O-Level. While the correlation with completion rates was weak, the significance of the relationship underscores the positive role incentives play in education. It is recommended that the government increase funding for academic incentive programs, especially scholarships and mentorship initiatives. School administrations are encouraged to ensure fair and transparent distribution of incentives. Additionally, stakeholders should address underlying barriers such as poverty and lack of parental support to improve student retention holistically.
Active Learning Strategies and Student Attitude Towards Mathematics in Government Secondary Schools in Ruhaama County, Ntungamo District
(East African Nature & Science Organization, 2025-09-04) Abeth Najuna; Irene Aheisibwe; Asaph Kabakyenga
The study aimed to examine the relationship between active learning strategies and students’ attitudes toward mathematics in government secondary schools in Ruhaama County. Specifically, the study aimed to identify the most commonly used active learning strategies in mathematics, analyse how students’ attitudes differ by gender in mathematics, and establish the relationship between active learning strategies and students' attitudes toward mathematics. The study adopted a descriptive survey research design. A sample of 196 Senior Four (S.4) was selected through stratified random sampling, while all 12 teachers were purposively selected, with 10 participating. Questionnaires were administered to students, while semi-structured interviews were conducted with teachers. Data analysis was performed using SPSS version 25, generating descriptive statistics and inferential analysis. Findings revealed that the most commonly used strategies were group discussions (mean = 4.32), real-life examples (mean = 3.81), and peer teaching (mean = 3.67). The study concludes that active learning strategies significantly enhance students’ attitudes toward mathematics and help bridge gender disparities in classroom engagement. It is recommended that schools promote the consistent use of strategies like group work, problem- solving, and peer teaching. Additionally, teachers should be supported with training and resources to effectively implement these approaches.
Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development.
Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development
An Examination of Post-Independence Failures in Uganda as Represented in Moses Isegawa’s Abyssinian Chronicles
(2024) Kyarimpa Ndamira, Joan; Kyarimpa, Jovuret
Postcolonial crisis, failures, confusion, absurdities and pain have continued to provoke debate in Ugandan literature. Poets, dramatists and novelists have all tried to reveal the effects of colonialism on Africa and written about the selfishness, tyranny, dictatorship and corruption of the post-independence leaders of colonial powers. Moses Isegawa’s novel Abyssinian Chronicles is one of those works of art that interweaves personal narratives and issues of post- independence pain, failures and confusion in postcolonial Uganda. The novel tells a story of the arbitrariness of the life of characters due to the selfishness, incompetence, inadequacies and hypocrisy of the first generation of leaders after colonialism. In this paper, we argue that the failures of the post-independence regimes had far reaching consequences on the individuals, family and society at large. However, the eventual triumph of the protagonist signifies the unwavering African spirit that endures to the end. Qualitative research approach. Textual analysis methodology was used to come up with the findings. Post-colonial theory tenets were applied for a better understanding of the primary text.
Availability of Teaching Materials and Teachers’ Preparedness In The Implementation of Lower Secondary Curriculum in Government Aided schools in Mbarara City South, South Western Uganda
(Bishop Stuart University, 2025-01) Samuel Muramuzi
The study aimed to investigate the availability of teaching materials and teachers' preparedness for implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South, Uganda. Specifically, it assessed available materials, teacher preparedness, and the relationship between these factors. Using a descriptive survey design, the study targeted participants, including teachers, headteachers, and directors of studies, with a sample size of 134 was utilized in the study. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Findings revealed that while teachers displayed strong preparedness with lesson planning and adherence to guidelines (mean scores >4.0), material shortages, particularly ICT tools and science equipment, hindered effectiveness. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. The study concluded that systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation and recommended targeted investments in teaching resources, professional development, and policy adjustments to enhance educational outcomes.
Availability of Teaching Materials and Teachers’ Preparedness in The Implementation of Lower Secondary Curriculum in Government Aided Schools In Mbarara City South, South Western Uganda
(Bishop Stuart University, 2025-01) Samuel Muramuzi
The study aimed to investigate the availability of teaching materials and teachers' preparedness for implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South, Uganda. Specifically, it assessed available materials, teacher preparedness, and the relationship between these factors. Using a descriptive survey design, the study targeted participants, including teachers, headteachers, and directors of studies, with a sample size of 134 was utilized in the study. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Findings revealed that while teachers displayed strong preparedness with lesson planning and adherence to guidelines (mean scores >4.0), material shortages, particularly ICT tools and science equipment, hindered effectiveness. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. The study concluded that systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation and recommended targeted investments in teaching resources, professional development, and policy adjustments to enhance educational outcomes.
Availability of teaching materials and teachers’ preparedness in the implementation of the lower secondary curriculum in government- aided schools in Mbarara city, South. A descriptive survey study
(Student’s Journal of Health Research Africa, 2025-06) Samuel Muramuzi; Dr. Enock Barigye; Rev. Dr. Judith Arinaitwe
Background The successful implementation of the Lower Secondary Curriculum in government-aided schools depends heavily on the availability and effective use of relevant teaching and learning materials. The study aimed at investigating the availability and accessibility of teaching materials in the preparedness of the teachers in the implementation of the Lower Secondary Curriculum in Government Aided schools in Mbarara City South, Uganda. Methodology This study employed a descriptive survey research design, targeting participants including city inspectors of schools, teachers, headteachers, and directors of studies, with a sample size of 199. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Results 199 respondents participated in this study, among teachers, 65 (53.7%) were male, while 56 (46.3%) were female, majority of headteachers (n = 4, 66.7%) and directors of studies (n = 4, 66.7%) were male, with only 2 females (33.3%) in each of these roles. The findings reported the availability of teaching materials in implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South (mean score = 3.90), majority of respondents agreed with the statement that teaching materials are sufficient for every learner, where 44 (36.4%) strongly agreed, 43 (35.5%) agreed, and 3 (2.5%) did not give a response. More than half of the respondents, 62 (51.2%), agreed that the computer laboratory was well equipped, while 27 (22.3%) strongly agreed. However, 19 (15.7%) remained undecided, and only 13 (10.8%) disagreed. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. Conclusion The systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation.Recommendation Stakeholders should prioritize the provision of adequate teaching materials to support effective curriculum adoption and improve education quality.
BULLETIN of the Volume 82 February 2018 INSTITUTE of COMBINATORICS and its APPLICATIONS
(Boca Raton, FL, U.S.A., 2018-02) Wilbroad, Bezire; Dinesh, G. Sarvate
We define a 3-GDD(n, 2, k, λ1, λ2) by extending the definitions of a group divisible design and a t-design and give some necessary conditions for its existence. We prove that these necessary conditions are sufficient for the existence of a 3-GDD(n, 2, 4, λ1, λ2) except possibly when n ≡ 1, 3 (mod 6), n 6= 3, 7, 13 and λ1 > λ2. It is known that a partition of all 3-subsets of a 7-set into 5 Steiner triple systems (a large set for 7) does not exist, but we show that the collection of all 3-sets of a 7-set along with a Steiner triple system on the 7-set can be partitioned into 6 Steiner triple systems. Such a partition is then used to prove the existence of all possible 3-GDDs for n = 7.
Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
Class Sizeand Learners’ Engagement in Physics Practicals in Ordinary Level Secondary Schools of Bukanga North County, Isingiro District
(East African Nature & Science Organization, 2024-08-23) Frank Kamugisha; Dr. Irene Aheisibwe, PhD; Dr. Donah Asimiire, PhD
The study investigated the effect of class size on learners’ engagement in physics practicals in ordinary-level secondary schools in Bukanga NorthCounty, Isingiro District. The objective of the study was to examine the effect of the number of students on learners’ interaction with teachers during physics practicals. The study used a correlational survey design. The study population included senior three learners, physics teachers, laboratory attendants, school headteachers, the District Education Officer, and the District Inspector of Schools. A sample size of 352 respondents was used. Sampling methods included purposive and random techniques. The data collection methods included self-administered questionnaires, interview guides, and observation checklists. Qualitative data was analysed using thematic, content, and narrative analysis while quantitative data was analysed with SPSS. A significant positive correlation (r = 0.820) suggested that as the number of students decreased, the learners’ interaction with the teacher in ordinary-level physics practicals increased.The research recommends that schools should reduce student numbers in physics practical classes, provide teacher training, implement flexible seating arrangements, ensure proper classroom resources, determine an optimal number of students, and consider classroom layout adjustments to enhance the effectiveness of physics practicals.
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda
(Bishop Stuart University, 2025) Katusiime Patience
The purpose of this study was to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. The study was guided by three objectives: to establish various classroom management strategies utilised by teachers in lower secondary classrooms in Mbarara City secondary schools-Uganda, to examine the level of students’ discipline in lower secondary classrooms in Mbarara City secondary schools Uganda and to examine the relationship between classroom management strategies on student discipline in lower secondary schools in Mbarara City-Uganda. The study was guided by Albert Bandura’s Social Learning Theory (1986, 1997), which emphasizes that individuals acquire appropriate and inappropriate behaviors through observation, imitation, and interaction, provided the theoretical framework for the study. A mixed-methods research approach was adopted, combining both quantitative and qualitative techniques to provide a comprehensive understanding of the phenomena. The study utilized a descriptive survey research design and employed questionnaires and interviews as the primary data collection methods. The findings demonstrate that teachers in Mbarara City secondary schools excel in structuring classrooms, monitoring behavior, and applying discipline fairly, and engaging students through varied instructional methods, the study also confirms that students in Mbarara City secondary schools demonstrate commendable respect for teachers, adherence to rules, punctuality, and homework completion. However, challenges persist in maintaining disruption-free classrooms, promoting active participation, and developing self-discipline and A Pearson Product-Moment Correlation was conducted to examine the relationship between classroom management strategies and student discipline in lower secondary schools in Mbarara City. The results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). However, gaps were identified in involving students in decision-making processes and in the use of positive reinforcement strategies such as praise and rewards. The study concluded that effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Consequently, it is recommended that teachers adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda. A cross-sectional study.
(SJ Education Research Africa, 2025) Patience Katusiime; Dr Basil Tibanyendera (PhD); Rev Wilson Mugisha
Background Albert Bandura’s Social Learning Theory emphasises that individuals acquire both appropriate and inappropriate behaviours through observation, imitation, and interaction, providing the theoretical framework for the study. The purpose of this study is to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. Methodology A mixed-methods cross-sectional study combining both quantitative and qualitative techniques to provide acomprehensive understanding of the phenomenon. The study employed a descriptive survey research design, utilising questionnaires and interviews as the primary data collection methods. Results The majority were male teachers (175, 62.0%), while female teachers accounted for 107 (38.0%). The majority of teachers in lower secondary classrooms in Mbarara City establish clear rules and procedures for classroom behaviour, where 74.4% of respondents strongly agreed. Students in lower secondary classrooms generally demonstrate moderate to high levels of discipline, though some weaknesses are evident. The overall mean score for all items was 3.67 (SD = 1.02). Results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). This indicates that teachers who employ effective classroom management practices such as clear rule-setting, fair and consistent discipline, active monitoring, calm handling of disruptions, and engaging teaching methods tend to have students who demonstrate higher levels of discipline. Conclusion Effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Recommendations Teachers should adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected.
CLINICAL SUPERVISION AND TEACHERS’ PREPARATION FOR TEACHING IN UNIVERSAL PRIMARY EDUCATION SCHOOLS OF MBARARA CITY IN SOUTHWESTERN UGANDA
(Bishop Stuart University, 2023) Nkwasiibwe, Wilber; Barigye, Enock; Tibanyendera, Basil
This study determined the relationship between clinical supervision and teachers’ preparation for teaching. It employed a cross sectional research design where a quantitative approach was used. The researcher used a sample size of 268 respondents. The study findings showed a strong positive statistically significant relationship between clinical supervision and teachers’ preparation (r =0.913**, p = 0.004). It was concluded that there is a significant relationship between clinical supervision and teachers’ preparation for teaching in Universal Primary Education Schools of Mbarara City. The government and the Ministry of Education and Sports should provide policy guidelines and clinical supervision materials to all the head teachers to facilitate the implementation of clinical supervision by head teachers in Universal Primary Education Schools
Clinical Supervision and Teachers’ Use of Instructional Materials in Government-aided Primary Schools of Ntungamo Municipality
(Bishop Stuart University, 2024-09) Muramuzi Benson Robert
This study examined how Clinical Supervision affects Teacher’s use of Instructional Materials in the Government-aided Primary Schools of Ntungamo Municipality. The main purpose of the study was to establish the relationship between the amount of clinical supervision received by teachers and their use of instructional materials in government-aided primary schools of Ntungamo Municipality. This study was guided by three objectives: (i) To examine the rate at which clinical supervision is received by teachers in the government-aided primary schools of Ntungamo Municipality (ii)To assess the level of use of instructional materials by teachers in the government-aided primary schools of Ntungamo Municipality( iii) To establish the relationship between the rate at which clinical supervision is received by teachers and their level of use of instructional materials in the government- aided primary schools of Ntungamo Municipality. The study employed a Cross-sectional Research Design, where both quantitative and qualitative approaches were used at the same time. The purpose of this type of investigation was to validate the findings generated by each method through the evidence generated by the other. The researcher used questionnaire and interview methods to collect data from respondents. The study population comprised of Teachers, Headteachers, Coordinating Centre Tutor, Municipal Education Officer and Municipal Inspector of Schools. The researcher used purposive and stratified sampling methods. The data collection tools used consisted of a self- administered Questionnaire and Interview Guide. The study reveals that school supervisors were actively involved in supervision. The study also found that teachers were more inclined towards use of traditional print material such as textbooks, but rarely used electronic media. The correlation analysis, conducted using Pearson’s Correlation Coefficient, indicated a positive but weak relationship between the amount of clinical supervision received by teachers and their level of use of instructional materials (r=0.217, P<0.05). It was concluded that Clinical Supervision is essential for maintaining instructional quality and supporting teacher professional development. Use of instructional materials was also seen to cater for diverse needs of learners. Clinical Supervision was seen to have an influence on teachers’ use of Instructional Materials. It was recommended that clear guidelines for conducting Clinical Supervision be given to school supervisors and teachers receive more guidance on using instructional materials. The study also recommended that there should be regular sessions between supervisors and teachers regarding the use of instructional materials to help the participants identify areas for improvement. The study further suggested that research should be done to examine the effectiveness of different types of visual aids in various educational settings.
Community Involvement and Protection of Girl Child against Sexual Abuse: A case of Selected Primary Schools in Mbarara City South
(Bishop Stuart University, 2024) Karetwa Michael Kahigiriza
The study was about Community Involvement and Protection of the Girl Child against Sexual Abuse: A Case Study of Selected Primary Schools in Mbarara City South. The study aims to identify different forms of girl child sexual abuse in Mbarara City South, explore different ways of community involvement in the protection of the girl child against sexual abuse, and establish the relationship between community involvement and protection of the girl child against sexual abuse in Mbarara City South. The study used cross-sectional research design. The study targets headteachers, PTA members, teachers, community leaders, and pupils, with a total of 180 respondents. The study findings examined the various forms of girl child sexual abuse in Mbarara City South, the study reveals alarming instances of physical abuse, overt exposure to sexual content in schools, verbal abuse, exploitation, grooming, and even cases of human trafficking. The gravity of these findings underscores the immediate need for targeted interventions, emphasizing the importance of early recognition, community vigilance, and comprehensive strategies to address both online and offline abuse. The findings highlight crucial strategies for community involvement in protecting girl children against sexual abuse. Education and awareness campaigns, financial and material support to schools, community watch programs, guidance and counseling for teachers, and evaluation and improvement initiatives emerge as key components of an effective community-based approach. These strategies collectively contribute to creating a supportive environment, fostering awareness, and encouraging active participation in initiatives aimed at preventing and addressing girl child sexual abuse. The study concludes that community involvement plays a crucial role in protecting the girl child against sexual abuse in Mbarara City South. The findings demonstrate a moderately strong positive correlation between community engagement and initiatives aimed at safeguarding girls, emphasizing the need for heightened awareness, education, and mobilization efforts. Recommendations include developing strategies to enhance community engagement by addressing identified gaps, such as targeted communication campaigns, community forums, and incentives to encourage active participation in initiatives related to girl child protection. Empowering community leaders through capacity-building programs is also recommended to equip them with the knowledge and skills necessary to lead and support community-wide efforts against girl child sexual abuse.
CULTURAL ATTACHMENT AND INTENTION TO DROP OUT OF SCHOOL IN PRIMARY SCHOOLS IN KAZO DISTRICT
(Bishop stuart university, 2022-07) ROBERT, AGUME
The study investigated the relationship between cultural attachment and intention to dropout of school among children in primary schools in Kazo district. It was guided by three research objectives, which included; 1) To establish the level of cultural attachment among children in Primary schools in Kazo District; 2) To establish the level of intention to dropout of child is in Primary schools in Kazo District; and 3)To establish the relationship between cultural attachment and intention to dropout of school among children in Primary schools in Kazo District. Two questions; 1) What is the level of cultural attachment among children in Primary schools in Kazo District? 2) What is the level of intention to dropout of children in Primary schools in Kazo District and a hypothesis; The researcher employed different techniques to select participants. Children were selected by using simple random sampling. Under this, the researcher first used stratified sampling by dividing teachers and children according to gender. After this, fish bowl method was used to get equal number of respondents from different gender strata (Botev & Ridder, 2017).Selection of head teachers and the DEO were selected using purposive sampling technique because they have key information concerning cultural attachment and the intention to dropout of school in respective schools. There is no relationship between cultural attachment and intention to dropout of school among children in Primary schools in Kazo District guided the study. The researcher used a cross - sectional survey design in the primary schools in Kazo district. The study population was conducted among 209 participants, including 201 children, a District Education Officer and 7 head teachers. The study findings showed that low cultural attachment and intention to dropout of school among children in primary schools in Kazo district and children no statistically significant relationship between them (p = .242). It was concluded that cultural attachment and drop out intention were actually low with limited relationship between them. Strategies to keep cultural attachment and intentions to dropout low such as free education are paramount
Depiction of Exile as dispossession in Leila Aboulela’s Minaret (2005)
(East African Journal of Arts and Social Sciences, 2023) Kyomuhendo, Sarah
Exile as a key feature in Leila Aboulela’s Minaret (2005). Also prevalent is the theme of dispossession in exile. This article discusses the experiences of exiles in Leila Aboulela’s (2005) Minaret; it investigates the depiction of exile as dispossession in the mentioned novel. It traces why and how exile becomes a subject of dispossession due to the undesirable but sometimes inevitable experiences associated with exile. The study was premised on the postcolonial theory – which seeks to deconstruct the legacy of colonialism and is concerned with the impact of European imperialism on both the colonised and coloniser. Texts based on this theory were used to analyse the novel under study. The data was obtained by a close reading of the primary texts along with secondary texts from the internet and others in print. A textual checklist was used to guide and organise the data collection stage. The study found that forms of dispossession include displacement and rootlessness, identity crisis, cultural loss, and Islamophobia. It was seen that most of these forms were a result of the attitudes and structures that were developed during European imperialism and have been perpetrated by the imbalance of power that existed between the colonisers and the colonised. It was also revealed that these negative experiences are brought about by a cultural and power dynamic that makes an exile an outsider and inferior in society; the exile, thus (exiles), lacks representation and a voice. This hinders the integration into the new society and leaves an exile without a concrete sense of belonging or identity.
The Depiction of Modes of Parenting in Moses Isegawa’s Abyssinian Chronicles
(East African Journal of Arts and Social Sciences, 2023) Mugume, Collins
This article examines the portrayal of the modes of parenting in Moses Isegawa’s Abyssinian Chronicles (2000). There are various forms of parenting according to scholars like Diana Baumrid. I put my modes of parenting into two categories; cruel parenting and good and caring parenting. I also argue that the community plays a lot in parenting. Therefore, I interrogate how the community parents the children in the text. In my discussion, I show that parenting moves and surpasses being a role for just biological parents and moves to all members of the community and therefore, my judgment of parenting does not just concern biological parents but concerns all those who play a role in a child’s upbringing. I also bring out the fact that a person’s adult behaviour is influenced by the kind of parenting he/she faced as a child. All this is discussed as I take a close look at the narrative techniques that Isegawa uses to depict the modes of parenting that I discuss
Depictions of Domestic Violence in John Ruganda’s Plays
(Bishop Stuart University, 2023-01) Joan, Turyahebwa
The research thesis set out to examine domestic violence in four of John Ruganda’s plays; The Burdens (1972), Black Mamba (1973), The Floods (1980) and Shreds of Tenderness (2001). The study examines the different forms and causes of domestic violence in the four plays. It further analyses the different literary devices that Ruganda employs and how he effectively uses these devices in his four plays to depict domestic violence. The study deploys the Russian Formalism theory and the sociological literary theory to assist in the analysis of literary devices employed to make domestic violence meaningful and realistic and to contextualise domestic violence in the society where it exists. The research is guided by three objectives of the study. The first objective is to identify the different forms of domestic violence as identified in John Ruganda’s plays. This study established that domestic violence occurred in many forms, including physical aggression or assault (hitting, kicking, biting, shoving, restraining, kidnapping, unlawful imprisonment, trespassing, harassment), or threats thereof; sexual abuse, emotional abuse, controlling or domineering, intimidation, stalking, passive|covert abuse (neglect), and economic deprivation. John Ruganda’s The Burdens expresses most forms of violence stipulated in the research study but physical assault stands out. The Second is to establish the causes of domestic violence as depicted in the selected plays of John Ruganda. This study discovered that the bit of culture that accentuates domestic violence is inheritance. In Black Mamba unlike in The Floods has a twist in as far as the economic factors play a role in the cause of domestic violence. The economic factors also were found to play a significant role in the cases of domestic violence, this includes women’s economic dependence on men, limited access to cash and credit, discriminatory laws regarding inheritance, property rights, use of communal lands and maintenance after divorce or widowhood, limited access to employment in formal and informal sectors, and limited access to education and training for women. The legal causes include lesser legal status of women either by written law by practice, inheritance, legal definition of rape and domestic abuse, low level of legal literacy among women, and insensitive treatment of women and girls. This is constantly portrayed in all the selected plays.

Browse

Browsing Faculty of Education, Arts and Media Studies [FEAMS] by Title