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Welfare factors and teacher performance in government aided primary schools in Kayonza sub-county, Kayunga district
(Kyambogo University (Unpublised work), 2025-11) Hasahya, Samwiri
This study examined welfare factors and teacher performance in government-aided primary schools in Kayonza Sub-county, Kayunga District. Specifically, it assessed how working conditions, rewards, and fringe benefits influence teacher performance. A correlational and cross-sectional research design was used, and data were collected through a self-administered questionnaire from a sample of 220 teachers. Descriptive and regression analyses were conducted. Findings revealed that teacher performance is significantly shaped by working conditions, rewards, and fringe benefits. A safe work environment, non-financial rewards, and opportunities for professional development emerged as the strongest positive predictors of performance. Conversely, financial rewards, accommodation, healthcare, and retirement benefits showed limited or no direct influence. Surprisingly, the provision of meals had a negative association with performance, highlighting the need to design welfare interventions more thoughtfully. The study recommends improving working conditions by ensuring safe, supportive, and well-resourced school environments; strengthening non-financial incentives such as recognition and professional development; and tailoring fringe benefits to address teachers’ immediate professional needs. Although healthcare and retirement benefits did not directly influence performance, they remain vital for long-term job satisfaction and should be managed transparently.
Graduate youths’ perceptions regarding agricultural vocational education and training in developing their employability skills in south western Uganda
(Kyambogo University (Unpublised work), 2024-12) Gumisiriza, Pontiano
The general objective of the study was to assess graduate youths’ perception about the extent to which agricultural vocational education and training develops theiremployability skills. Notably, agricultural vocational education aims at equipping students with technical and entrepreneurial capabilities essential for success in the agricultural sector. Many graduates of AVET programs struggle to secure stable employment due to a mismatch between the skills provided by AVET programs and labor market demands. The study therefore aimed to establish the percievd level of competences of graduates of agricultural vocational education and training in employability skills in agriculture related jobs, factors that influence AVET graduates to apply attained employability skills in the job market, and factors that influence employability of AVET graduates. The study used a descriptive research design, with a sample of 199 participants. A ruestionaire was used to gather the data, descriptive and inferential statistics were used to evaluate it. The perceived overall levels of competence among AVET graduates showed that approximately half of the graduates possessed either moderate (18.1%) or high competences in employability skills (32%). The study identified several factors influencing graduates' willingness to apply attained employability skills in the job market, including attitudes towards employability (OR = 1.491, Sig. = 0.026), influence of other people (OR = 0.874, Sig. = 0.048), and perceived behavioral control (OR = 1.301, Sig. = 0.013). Moreover, the study highlighted various factors influencing the employability of youths who graduated in AVET, such as technical competence (OR = 1.211, Sig. = 0.001), fundamental employability skills (OR = 1.412, Sig. = 0.029), personal management skills (OR = 0.807, Sig. = 0.025), and teamwork skills (OR = 1.216, Sig. = 0.041). The study revealed that about half the graduates from agricultural vocational education and training (AVET) programs generally perceive themselves as competent, particularly in technical areas such as identifying market opportunities, managing enterprises, and performing agricultural tasks. Graduates’ attitudes towards employability in agricultural realated jobs and their perceived behavioral controls influenced their willingnedd to apply attained employability skills in the job market. The factors that influenced the employability of youths who graduated in AVET (Agricultural Vocational Education and Training included; Technical competence, fundamental employability skills, and teamwork skills, most important employability skills in determing the likelihood of AVET graduates’ being employed. The study offered the following recommendations: focusing on enhancing skills in soil and water management, crop production, and livestock management; improving effective communication skills and conducting training sessions for personal management skills. Further, there is need for targeted interventions to enhance positive attitudes among AVET graduates as well as providing additional resources, guidance, to boost graduates' competences so as to influencing students' perceptions to increase their willingness to seek employment in agriculture-related jobs.
Exploring teachers’ implementation of group learning pedagogy in primary schools in central Uganda
(Kyambogo University (Unpublised work), 2025-10) Geria, Gloria
This study explored the teachers’ implementation of group learning pedagogy in primary schools in central Uganda, focusing on three core dimensions: the strategies teachers use to form groups, their practices in facilitating group learning, and learners’ experiences and responses to the group learning process. Drawing on Vygotsky’s social constructivist theory, Bandura’s social learning theory, and Piaget’s constructivist theory, the study framed group learning as a socially situated and cognitively enriching process that shapes both academic and interpersonal development. A qualitative case study design was employed, utilising interviews, focus group discussions, lesson observations, and lesson plan analyses to gain deep insights from both teachers and learners across government-aided and private primary schools. Findings reveal that teachers employed diverse group formation strategies, including mixed-ability, size-oriented, random, special needs and temporary groupings often influenced by classroom context, subject matter, and learners’ needs. While group learning was perceived by teachers to enhance learner engagement, conceptual understanding, and peer collaboration, several implementation challenges were identified. These included difficulties in managing group dynamics, ensuring equitable participation, and addressing shortages of instructional materials. Teachers also expressed limited preparedness in designing structured group learning guidelines that align with learners’ cognitive and social development needs. Learners generally reported positive experiences, citing improved confidence, quicker problem-solving, and stronger peer relationships. However, some noted frustrations related to dominance by certain peers, inconsistent group compositions, and lack of adequate learning materials. This study contributes to educational pedagogy by highlighting how contextual realities in Ugandan primary schools shape group learning practices. It reveals critical gaps in teacher capacity, resource allocation, and classroom organisation that influence the efficacy of group-based instruction. The study recommends targeted professional development programmes that build teachers’ competencies in group learning strategies, increased government investment in teaching and learning materials to support group activities, and more flexible classroom arrangements to accommodate interactive pedagogy. Future research should prioritise longitudinal studies to track the lasting influence of group learning on learners’ academic and social outcomes, and use quantitative methods to assess its impact on specific academic indicators such as literacy and numeracy performance. Cross-cultural and comparative studies across educational regions are also needed to contextualise group learning pedagogy more broadly. Additionally, in-depth investigations into how teacher training models specifically embed cooperative learning techniques would offer practical pathways for strengthening implementation. This research advances understanding of group learning as a dynamic and multifaceted instructional approach that not only fosters academic achievement but also cultivates essential life skills such as communication, cooperation, and social responsibility that are essential for the holistic development of learners in resource-constrained educational settings.
Enhancing labour productivity through job-site training on building sites in Uganda : a case of Arua city
(Kyambogo University (Unpublished work), 2025-09) Econi, Kenneth Yikii
Labour productivity is a critical determinant of construction project performance directly influencing timelines, cost efficiency and overall quality outcomes. In developing countries like Uganda, the building sites often struggles with low productivity levels due to inadequate workforce skills, inefficient work practices and limited access to structured training programs. In Arua City, evidence from multiple building sites indicate that these challenges manifest in significant delays, substandard workmanship and cost overruns.
According to the Uganda Bureau of Statistics (2022) and the Uganda Manufacturers Association (2022) reports, 68% of manufacturing firms in Uganda report difficulties in finding technically skilled workers highlighting a critical skills gap that undermines productivity and efficiency. This study investigates the role of jobsite training in enhancing labour productivity on building sites aiming to identify the most significant factors influencing training effectiveness and workforce performance while proposing strategies to optimize outcomes. A mixed-method approach is adopted, collecting quantitative and qualitative data from 94 workers across fourteen sites and is analyzed using SPSS version 23. Findings reveal a moderate positive correlation between job-site training and labour productivity with training method, recruitment criteria and trainee motivation identified as the most influential factors for training effectiveness while manpower, management and motivation emerge as the primary determinants of labour productivity across worker trades on site. A predictive regression model with R² value of 80.2% is developed to design, assess and predict the effectiveness of job-site training on building sites. An on-site training framework is developed and validated demonstrating productivity improvements across all trades including carpenters by 18.06%, non-trade workers by 15.95%, welders by 13.94%, painters by 9.72%, electricians by 6.24%, plumbers by 2.93% and masons by 2.65%. The study recommends that job-site training programs carry out systematic needs assessment to align training content with site-specific requirements. Priority should be given to training methods and manpower management as they have the greatest impact on training effectiveness and worker productivity on building site. The regression model and training framework should be adopted as practical tools for planning and evaluating training programs. Finally, the study recommends apprenticeship and role-playing as the most effective methods for knowledge transfer on building sites.
Investigating spatial variation of Arsenite concentrations into river Awoja, physiographic determinants and treatment options
(Kyambogo University (Unpublished work), 2025-09) Ecodu, Michael
The 2030 agenda of the United Nations placed a high priority on addressing water quality challenges. Many towns and cities are supplied with water from rivers.
Depending on the human activities on the catchment, the water from the river can be characterized by the presence of Arsinite. It is important to quantify Arsenite to guide in planning for the water treatment. In this study, several points were selected within River Awoja catchment. Rainfall runoff was sampled at selected locations and concentrations of Arsenite was determined from a laboratory. To explain the spatial variation of Arsenite concentrations, analysis of land categories was conducted. The potential of rice husk as Activated Carbon in removing Arsenite was investigated. The concentrations of Arsenite ranged from 20.21mg/L to 27.57mg/L against WHO standards of 0.01mg/L indicating the need to treat the water given the substantial level of pollution with Arsenite. The linear relationship between physiographic characteristics and Arsenite-based land categories of barren land, grassland, settlement, cropland, waterbody, wetland and woodland characterized in terms of coefficient of determination (R2), yielding R² values of 0.80, 0.84, 0.86, 0.76, 0.62, 0.76 and 0.61, respectively. The efficiency of Arsenite removal using rice husks as Activated Carbon improves as dosage and contact time increase. This study demonstrated that Arsenite concentration at sampled points is higher than the WHO limit and that Activated Carbon has the potential to remove Arsenite with efficiency of about 78%.