Department of Foundations of Education and Educational Psychology

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Constructivist, behaviourist teaching approaches and student engagement in secondary schools in Arua city, Uganda
(Kyambogo University [unpublished work], 2023-07) Onzi, Siraji Hamimu
This study examined the relationship between constructivist, behaviourist teaching and student engagement in secondary schools in Arua City, Uganda. The objectives of the study were to; find out the relationship between constructivist teaching approaches and student engagement, establish the relationship between behaviourist teaching approaches and student engagement, and determine moderating influence of behaviourist teaching approaches on the relationship between constructivist teaching approaches and student engagement in secondary schools in Arua City. The study adopted correlation and cross-sectional research design on a sample of 341 students and 15 teachers. Data were collected using a self-administered questionnaire for students and interview guide for teachers. Data were analysed using quantitative and qualitative methods. Quantitative data were analysed using descriptive statistics specifically frequencies, percentages, means, and inferential analysis by means of Structural equation modelling using Smart PLS. The findings revealed that constructivist teaching approaches positively and significantly predicted student engagement while behaviourist teaching approaches negatively and significantly predicted student engagement. The findings further revealed that behaviourist teaching approaches had a positive insignificant moderating effect on the relationship between constructivist teaching approaches and student engagement. Therefore, it was concluded that constructivist teaching approaches are imperative for student engagement, behaviourist teaching approaches are not essential for student engagement and combining behaviourist teaching approaches and constructivist teaching approaches is not a probable requirement for promoting student engagement. Therefore, it is recommended that teachers should adopt the constructivist teaching approaches to enhance student engagement, teachers should make effort to limit the use of behaviourist teaching approaches in teaching learning process and teachers should make effort to minimize combining constructivist and behaviourist teaching approaches in an effort to promote student engagement.
Coping with Post-Traumatic Stress Disorder among Victims of Fire Disasters in Kampala Capital City Authority, Uganda
(Kyambogo University [unpublished work], 2023-11) Besige, Sharon
The study examined the relationship between Coping and the occurrence of PTSD among victims of fire disasters in Kampala Capital City Authority, to provide a basis for psychological programs to address the needs of victims. Using a correlational design, data was collected by the help of structured questionnaires from a purposive sample of 160 respondents from Kiseka, Owino markets and Crest foam mattresses, who had been victims of fire disasters in KCCA. Data was analysed using descriptive statistics, Pearson correlation test and regression analysis. Significant findings included; a substantial occurrence of PTSD symptoms was found among victims of Fire disasters. The victims reported high levels of anxiety, restless and fear on reliving the traumatic fire disaster experience. Adaptive coping had a negative and non-significant influence on PTSD (β =-17, p> 0.05), Maladaptive coping had a significant influence on PTSD (β =.51, p<0.05) and coping explained 9% (r2=0.09) of the variation in PTSD. Thus, maladaptive coping in form of denial, withdrawal and emotional numbing was used mostly, which negatively affected the wellbeing of victims. Therefore, the government needs to develop a comprehensive model for timely management of Traumatic stress from disasters and a fully-fledged professional fire disaster trauma counselling department in all disaster management public institutions. The police firefighting department needs to have trained police officers in trauma counselling to provide immediate professional counselling to fire disaster victims, since they are usually the first contact and responders in cases of fires. Further research is recommended in public institutions to further bridge the knowledge gap on negative psychological effects of fire disasters.
Correlates of the knowledge of emotional and behavioral disturbances among teachers in crowded post-covid-19 lockdown classrooms in Kasese District, Uganda
(East African Journal of Interdisciplinary Studies, 2025-01-22) Judith, Biirah; Julie Kasamba; Nakasiita Kirabo Nkambwe; Robert John Akwang; Dennis Zami Atibuni
This study assessed secondary school teachers’ overall knowledge of emotional and behavioural disturbances (EBDs) among the growing number of students with EBDs in post-COVID-19 lockdown government-aided schools in Western Uganda. The study was quantitative, employing a correlational cross-sectional survey research design. A sample of 330 full-time teachers was drawn from three public secondary schools through stratified and simple random sampling. Data were collected using the Knowledge of Emotional and Behavioral Disturbances Questionnaire (KEBDQ) to establish relationships between variables. Pearson correlation coefficient and a stepwise linear regression were used to analyse data. Findings revealed that teachers’ overall knowledge of EBDs was very low implying that they were not aware of the characteristics of these learners and thus managing them in their crowded classrooms may be a disaster. A stepwise linear regression revealed that undergraduate courses and crowded classrooms significantly predicted teachers’ overall knowledge of EBDs in crowded classrooms after the COVID-19 lockdown. In conclusion, based on the findings, higher teacher education institutions should make undergraduate courses related to EBDs compulsory during professional training, and the Ministry of Education and Sports should reduce overcrowded classrooms for effective classroom management.
Educational technology for English teaching at Kyambogo university, Uganda
(Open Journal of Social Sciences, 2024-12-13) Nabagesera, Veronica Kawalya; Kakuru, Dassy; Ogwu, Ikechukwu; Kadogo, Kulussen; Isabirye, Sanoni; Bulolo, Collins
This study examines the role of educational technology in learning English as a second language within the Department of Language and Communication at Kyambogo University. The key objectives were to assess how various educational technologies can improve the effectiveness of teaching and learning English, explore the attitudes of both teachers and students toward these tools, and evaluate the effectiveness of specific technologies in developing core language skills. A quantitative approach was adopted, using questionnaires distributed to 18 teachers and 243 students to collect data on their experiences with educational technology in language learning. The results show that instructors embrace a blended approach to English instruction that combines traditional techniques with educational technology. Students receiving quick responses was a significant benefit of instructional technology. Students showed positive attitudes toward these technologies, with language learning applications and computers enhancing English competence the most. However, the study also found that restricted computer availability and unreliable internet connectivity hinder language learning technology utilization. The report suggests that Kyambogo University increase computer and internet access and train teachers and students to handle these challenges. Identifying and overcoming these challenges will improve the integration and effectiveness of the university’s English language educational technology.
Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
(Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.
Exploring clinical supervision practices: a comparative study of a public and Private Primary Teachers’ College in Uganda
(Kyambogo University [unpublished work], 2023-10) Abenaitwe, Allen
This study sought to explore clinical supervision practices undertaken in pre-observation, observation as well as post-observation phases in selected Primary Teachers’ Colleges (PTCs) in Uganda. Informed by Vygotsky’s theory of cognitive development, the study employed a qualitative approach, specifically a case study design, comparing clinical supervision practices using a case of a public PTC as well as a private PTC, in order to elicit best practices from each case, to inform the improvement of the quality of teachers produced by PTCs in Uganda. The data was collected from tutors and student teachers using semi-structured interviews, focus group discussions and lesson observations. The data was then analyzed using Creswell’s (2014) six-step data analysis procedure and findings elicited to address the research questions of the study, particularly eliciting clinical supervision practices undertaken within the pre-observation, observation and post-observation phases in selected PTCs in Uganda. First, the findings as regards the pre-observation phase revealed that PTC 2, a private institution, demonstrated the best practices in the pre-observation phase specifically in class allocation, topic allocation, tutor allocation, making and marking schemes of work while PTC 1, a public institution demonstrated best practices in lesson planning, making instructional materials, conducting demonstration lessons as well as pre-observation meetings. Second, as regards the observation phase, PTC 2 demonstrated best practices in checking pupils’ written activities, signing the SP assessment sheet, documenting progress, and grading as compared to PTC 1 whose best practice in this phase was in observing lessons. Third, within the post-observation phase, PTC 2 demonstrated best practices in documenting progress and grading as compared to PTC 1 whose best practices in this phase were conferencing, building rapport, self-assessment as well as setting an agenda for improving the next lesson. Both institutions can pick lessons from the other’s strengths. Further, both institutions showed gaps in documentation, microteaching, using audio-visual gadgets as supervision tools to capture data, as well as the faultfinding focus of the supervisors. The study recommended best practices in demonstration and group micro-teaching sessions; guided scheming and lesson planning coupled with provision of model schemes and lesson plans; guided creation, display and use of teaching aids, observation of the entire lesson; checking learner workbooks; joint tutor-student post-conferencing, signing of feedback sheets, training in the use of audio-visual gadgets and anecdotal records as tools to supplement and support clinical supervision; creating a jovial mood in order to build confidence in student teachers, giving student teachers opportunities to first talk about their taught lessons; tutors always leaving assessment reports with student teachers after post conferencing as well as helping student teachers to set strategies for improving the next lesson. As pointers for further research, the researcher recommends a future focus on challenges of clinical supervision in Government and private teachers’ colleges in Uganda, eliciting the experiences and/or perspectives from the stand point of schools of practice and exploring clinical supervision practices using mixed or quantitative approach in order to make the findings generalizable.
External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments
(East African Journal of Education Studies, 2024-09-11) Ndyareeba, Eunice; Biirah, Judith; Kibedi, Henry Kasawo; Clay, Zanna
This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann-Whitney U test results revealed that parents income and education level, students school type and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase adoption of achievement goal orientation that result in self-skill enhancement through targeted and effective educational interventions.
Funding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda
(Kyambogo University [unpublished work], 2022-07) Michael, Musasizi
The purpose of this study was to establish whether there is a significant relationship between funding mechanisms and quality of learning in the PTC in Uganda. The study was carried out at Bishop Willis Core PTC !ganga in Eastern Uganda. Three objectives namely; to establish the relationship between students' financial contributions and the quality of learning; to establish the relationship between government funding and the quality of learning; and to examine the relationship between donor funding and the quality of learning guided this study. The sample comprised of one principal, two deputy principals, twenty eight tutors and one hundred and nine teacher trainees. Data was collected by use of questionnaires, interview and document analysis. The study used both quantitative and qualitative method to analyse the findings. The findings showed that there was a significant and positive relationship between funding mechanisms and the quality of learning in primary teachers' colleges. The findings revealed that increased funding enables colleges to have enough and relevant instructional resources and motivated tutors to work. The study recommends that government should provide means on how to provide more funds to the Primary Teachers' Colleges so that more instructional materials are acquired, tutors' salaries are enhanced, and more provision of more continuous professional developments, programs effective monitoring and support supervision.
Influence of work-life balance and work engagement on successful aging at work in Uganda health sector
(East African Journal of Health and Science, 2025-01-15) Henry, Kasawo Kibedi; Kirabo Nkambwe Nakasiita; Adrian Ivan Kakinda; Kennedy Amone P’Olak; Charles Magoba Muwonge
The workplace is going through a paradigm shift marked by the presence of employees from four different generations. Yet globally, governments, organizations, and individual health workers have limited guidance on how to facilitate successful ageing at work. The present study adopts the innovative theory to test the influence of work-life balance and work engagement on successful ageing at work in Uganda's health sector. It employed a quantitative approach and specifically a correlational design. The sample consisted of 220 participants from a Municipality health sector, determined using the census sampling design. The study utilized a statistical package for social scientists (SPSS), specifically Pearson’s correlation and regression tests to assess the hypotheses. Significant findings indicated that work-life balance and work absorption were significantly associated. Work-life balance and work engagement had 1.5% predictive power over variations in successful ageing at work. However, work-life balance was a highly significant predictor of variance in successful ageing. Human resource policies and practices aimed at sustaining an optimum balance between work and family life including acceptable work schedules, working from home, maternity and paternal leaves; and semi-retirement adjustment counselling and guidance are indicated.
Instituitionalised on-campus child care arrangements and breast-feeding student mothers' academic undertakings: a case of Kyambogo University
(Kyambogo University (unpublished work), 2019-09) Namubiru, Aisha
The study focused on institutionalised on-campus childcare arrangements for breast-feeding student mothers and their participation in academic undertakings in Kyambogo University ( KyU). The study sought to establish whether there are adequate institutionalised on-campus childcare arrangements in KyU; explain how these affect breast-feeding student mothers· academic undertakings and. identify coping strategies student mothers undertake in playing dual roles in KyU. A phenomenological qualitative approach wa used to capture the student mothers· narratives using interviews and observations. The findings established the inadequacy of the mstitutionalised on campus childcare arrangements for student mothers. Additionally. the dilemmas student mothers face in taking up the dual and sometimes conflicting student-mother roles coupled with their coping strategies were illuminated. It was concluded that there is generally lack of institutionalised on campus childcare arrangements in KyU. Among the recommendations made were that KyU management provides institutionalised on-campus childcare arrangements for breast- feeding student mothers to enable them juggle dual roles effectively. KyU Management should sensitise . student mothers about the child study centre and also improve it. It should also bench mark other universities to help in designing and Implementing policies that cater for the needs of breast-feeding student mothers. The univer ity should also identify all student mothers and create a database to help in proper planning for the breast-feeding student mother .
Leadership styles, employee empowerment and turnover intentions in private secondary schools : a case study of Wakiso district, Uganda
(Kyambogo University[unpublished work], 2021-10) Luyombya, Paul
The purpose of this study was to investigate the influence of Leadership styles, employee empowerment on turnover intentions in private secondary schools in Wakiso District. The objectives of the study were: to examine the relationship between Leadership styles and Turnover Intentions, to assess the relationship between Employee Empowerment and Turnover Intentions, to examine the predictive potential of Leadership styles and Employee empowerment on Turnover Intention as well as to assess whether there is a significant difference between Leadership styles, Employee empowerment and turnover intentions in private secondary schools. In this Study, a quantitative approach and specifically, a cross-sectional design was used. A stratified random sampling design was used to select respondents. The data was collected using self-administered structured questionnaires that measured the perceptions of respondents. Out of the targeted sample size of 302 teachers, only 298 were filled and returned making a response rate of 98.7%. In this study, significant findings revealed that leadership styles have a statistically significant positive relationship with turnover intentions (r=.246 * , P<0.05). In addition, it was found out that employee empowerment has no significant relationship with turnover intentions (r=.213, P>0.05) in private secondary schools. Furthermore, it was found that leadership styles and employee empowerment predicted 5.9% variation in turnover intentions. It was recommended that head teachers and proprietors of private secondary schools should employ appropriate leadership styles that will reduce staff turnover intentions in their respective schools.
Learners’ discipline management by teachers during post-covid lockdown among selected primary schools in mbale district Uganda
(Research and Advances in Education, 2024-09-23) Mugenyi, Disan Kuteesa; Sarah, Kakai Rose; Drolence, Nalikka; Namagero, Tendo Shira; Muweesi, Charles; Teddy, Namirembe; Kabeera, Pontian; Gerald, Egesa; Wycliff, Nsubuga; Charles, Mugaonza; Mirembe, Nalweyiso Sylvia; Justine, Nakonde; Namaganda, , Mirembe Rose; Lawrence, Sserwadda
The study sought to examine the learners’ discipline management by teachers during post-COVID lockdown among selected primary schools in Mbale district. The study intended to identify the challenges teachers face when instilling discipline in learners during the post-COVID 19. To analyse different behaviour/ indiscipline among the learners. To identify ways to curb challenges among learners. The study adopted a qualitative research design and results were collected using a semi-structured interview guide as well as focused group discussions from selected schools in Mbale district. It used the Gordon theory of classroom management and A theory of discipline derived from Dewey’s theory of inquiry. Findings revealed that many learners had indiscipline behaviour when teachers gave them homework to copy and do at home. It was realized that some learners do come late to school, others are aggressive and disrespectful to teachers, untidy and leave school without permission while others are fond of talking in class. Teachers assume that one of the most challenging roles and the need for additional training and support to learners is to curb the indiscipline of learners to have a conducive learning environment. It was concluded that the sources of the behavioural changes were the family, the ministry of education being away from school and classroom management. The study recommended that learners should be given support in counselling by the parents, teachers, senior women and men, and head teachers to eliminate learning losses. Furthermore, projects can be formed to improve learners’ collaboration and be developed thus socially supportive activities and, the assigning of school responsibilities by school heads can be organized and socialization of learners can be enhanced and emphasized. In addition, formative training can be given to teachers and parents to curb the indiscipline of learners while at school and home and also rules for the management of behaviour should be clearly defined and reinforced.
Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda
(East African Journal of Education and Social Sciences, 2024-11-25) Asiimwe, Joyce Ayikoru; Musisi, Fred; Opit, Elizabeth
Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.
Organisational Justice, Employee Mentorship and Turnover Intentions among Non-Teaching Staff at Kyambogo University
(Kyambogo University [unpublished work], 2023-09) Namusoke, Getrude
The study examined how organizational justice and employee mentoring affected non-teaching staff members' intentions to leave KYU. Data were gathered from a random sample of 257 respondents using structured questionnaires and a correlation survey approach. The data were analysed using descriptive and inferential statistics, Pearson correlation, and regression analysis. According to the study, turnover intentions and organisational justice were positively correlated (r =.507, P< 0.01).Non-teaching Staff were able to have a sense of belonging and enthusiasm for their work because of distributive and interactional fairness. Due to the role modelling, career development, and social support that strengthened the sentiments of commitment among workers to their organisation and made them want to stay and work for it, there was a positive and significant association between employee mentoring and turnover intentions (r =.297, P< 0.01).Additionally, there was a strong and positive correlation (r=.560, P< 0.01) between organisational justice and employee mentoring. Together, organisational justice and employee mentoring successfully predicted turnover intentions (r=.48, p<0.05). Employee mentorship increased its contribution by (r2 change=0.01) of organisational justice to turnover intentions. This is because employee mentorship led employees to feel that KYU values them and, thus, they were grateful to stay and work for it. Therefore, for Universities to address the issue of turnover intentions, retention strategies to address the mentoring requirements of staff members must be put in place. Programmes to empower employees to have effective participation and engagement in sustaining distributive and interactional justice, as well as role modelling, should freely be available to reduce turnover intentions among non-teaching staff. Keywords: Organisational Justice, Employee Mentorship and Turnover Intentions.
Performance management practices and managed performance: the moderating influence of organisational culture and climate
(Makerere University (unpublished work), 2010-10) Kagaari, James R.K.
The study attempted to explore and explain the existence and implementation of performance management practices to facilitate the achievement of managed performance. A mixed method study approach (Qualitative and Quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 % response rate. Twelve participants were purposively selected from top management members and interviewed using a semi-structured interview guide. Using Nvivo software and Miles and Huber man ( L 994) approaches, interview data was managed and analyses. Qualitative data results revealed that employees in public universities are involved n planning, mobilising resources, problem solving. evaluating performance and adopting lCT to deliver cost-effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance(r = .25, p < .001 ). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (6R2 = .0 12) significantly above zero (p = .0 15). However, cross sectional studies by their nature are subjected to common method variances; a replication of the study using a longitudinal approach was recommended. Also, further studies should be supplemented with in-depth interviews or case studies where possible to tap salient issues from the respondents. The study called for continuous refinement of theories that explain performance management practices. Public universities should have visionary futuristic managers who can think of new approaches to managing people in a dynamic hyper changing technological environment.
The role of Organisational Justice and Mentorship in Turnover Intentions of Non-Teaching Staff in Universities: The case of Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024-07-15) Namusoke, Getrude; Kibedi, Henry; Namusoke, Jane; Kambaza, Stephen; Nakanwagi, Carol Chosen
Understanding that keeping knowledgeable and dedicated staff members is essential to an organization's success, Kyambogo University enhanced working conditions, added health insurance, and established possibilities for advancement. Regardless of these measures, some non-teaching staff intended to leave the organisation giving inequality in salaries and working conditions as key reasons. Guided by the equity theory, the study examined the influence of Organizational Justice and Employee Mentorship on turnover Intentions among non-teaching staff at KYU. Using a correlational survey design, data was collected from a random sample of 242 respondents with the help of a structured questionnaire. Pearson correlation and regression analyses revealed that Organizational Justice was positively (r =.51, P<0.01) related to turnover intentions due to the distributive and Interactional justice that enabled non-teaching staff to feel belongingness and enthusiasm about their job. Employee mentorship and Turnover intentions had a positive and significant correlation (r =.23, P< 0.01), because of role modelling, career development and social support that enhanced the feelings of commitment among employees to their organisation making them want to stay and work for it. Organizational Justice and Employee Mentorship, together positively predicted (β=.48, P<0.05) turnover intentions. Employee Mentorship increased the contribution of organisational justice to turnover intentions by 1%. This was likely due to mentorship that enables employees to feel that KYU values them and felt grateful to stay and work for it. Therefore, retention strategies that provide relevant mentoring of staff members results into better retention. Programs to empower employees to have effective participation and engagement in sustaining distributive and interactional justice as well as role modelling should freely be available to reduce turnover intentions among non-teaching staff.
Social media usage, self-regulation and intentions to engage in risky sexual behaviors among students of Kyambogo University in Uganda
(Kyambogo University[unpublished work], 2021-08) Kakinda, Adrian Ivan
This study set out to establish the relationship between Social Media Usage, Self- Regulation and intentions to engage in Risky Sexual Behaviours among university students, a case study of Kyambogo University in Uganda. This study was conducted using a correlational study design. A sample size of 370 participants was used in the study. The respondents constituted final year students of Kyambogo University. Data were entered in SPSS version 20 and analysed using Pearson Product Moment correlation coefficients and regression analysis. The study found out that there is a weak significant positive relationship between social media usage and self-regulation (r = .203, p = 0.01), negative relationship between self-regulation and intentions to engage in risky sexual behaviours (r = -.173, p = 0.01), there is no significant relationship between social media usage and intentions to engage in risky sexual behaviour (r=-.081, p<0.01). Social media usage and self-regulation are significant predictors of intentions to engage in risky sexual behaviour, (t=0.917, P=.000), (t=3.091, P=.002). However, the better predictor of intentions to engage in risky sexual behaviour is self-regulation (Beta = 0.162, t=3.091, p= 0.002) among university students. Among the recommendations, there is need for sensitisation of the students and youth in universities on hazards of engaging in risky sexual behaviours, adopting selfregulation as a protective factor and also sensitise students on various control measures of social media usage, and risky sexual behaviour intentions. Key words: Social Media Usage, Self-Regulation, Risky Sexual Behaviour
Student gender and support by compassion international influences achievement goal orientation among adolescents in south-western Uganda
(International Journal of Advanced Research, 2024-08-30) Ndyareeba, Eunice; Clay, Zanna; Biirah, Judith; Kibedi, Henry Kasawo
The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviours towards learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study. Both Compassion International support beneficiaries and nonbeneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation in relation to gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible genderbased discrepancies in achievement goals orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organisations within the educational framework to foster fair and enduring educational outcomes.
Students’ perception of lecturers’ ethical conduct In higher institutions of learning: a case of Kyambogo University
(Kyambogo University[unpublished work], 2022-09) Simpurisio, Christmas
The study focused on Students’ Perception of Lecturers’ Ethical Conduct in Higher Institutions of Learning; a case of Kyambogo University. The objectives that guided the study included; To establish the students’ perception of lecturers’ integrity in Higher Institutions of Learning; To establish students’ perception on the Lecturers’ Commitment to duty in Higher Institutions of learning; and To establish students’ perception of the Lecturers’ Honesty in Higher Institutions of Learning. A qualitative approach and a phenomenological design were used to capture narratives and views from students. Open ended questions, interview guide and document analysis were used to collect data. A sample of 31 respondents that were got through purposive sampling method participated. Collected data was transcribed verbatim and analyzed using NVivo 10 software. Triangulation was also done to capture all views from all respondents. Findings revealed that lecturers are transparent in the way they award marks. It was also found out that lecturers listen to the students. It was also found that the lecturers follow university rules and regulations, they have self-respect and respect for students. It was further discovered that lecturers were committed to their duties. However, another section of lecturers are biased when marking, assessing and relating with students, others are rude and harsh, soliciting money for awarding marks among others. Lecturers also miss lessons, use outdated notes and do not return papers after marking especially tests and course works. It was concluded that some lecturers are good and their ethical conduct is commendable, however, others are so unethical and make students hate the teaching profession. Among the recommendations made are that integrating ethical theories like virtue theory, consequentialism theory and principles of ethics in education, opening a window for whistle blowers and effecting the deterring measures like punishment.
Teachers’ conceptions about sources of knowledge and pupils’ academic performance: a case of government aided primary schools in Kumi district
(Kyambogo University [unpublished work], 2023-10) Okwapi, Charles
The purpose of the study was to investigate the Teachers‘ Conceptions about Sources of Knowledge and Pupils‘ Academic Performance in Government aided primary schools: a case of Kumi District with a view of recommending on how to improve pupils‘ academic performance. The study was guided by three objectives; to establish teachers‘ conceptions about the sources of knowledge in government aided primary schools, to analyze how pupils are aided during the teaching-learning process in government aided primary schools and to determine whether there is a relationship between teachers‘ conceptions about sources of knowledge and the pupils‘ academic performance in government aided primary schools. The study was conducted because in the past five years (2015-2019), pupils‘ academic performance has been deteriorating. The study adopted a cross-sectional survey research design. Quantitative and qualitative (mixed) approaches of data collection were employed. A total of 454 respondents constituted the sample size of the study. These included 35 Head teachers, 35 Director of studies, 104 classroom teachers and 280 Primary Seven pupils; from the 35 Government aided primary schools. The researcher used three types of research instruments: Questionnaires, Interview guide and Classroom observation. The results revealed that there was a significant statistical relationship (r=1.00, p=0.000) between teachers‘ conceptions about the sources of knowledge and the pupils‘ academic performance. The study concludes that; Professional teachers appreciate the role played by each source of knowledge including Rationalism, Empiricism and Authoritarianism so as to enable them to make reliable and informed conclusions that have enabled them to boost pupils‘ academic performance. The researcher recommends that Primary Teachers‘ Colleges (PTCs) programme should incorporate and encourage learning of topics concerning conceptions about sources of knowledge and their role to enable pupils perform well academically.

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