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Study of an exercise program for enhancement of students' flexibility in Bishop Stuart primary teachers' college Mbarara city Uganda
(Kyambogo University (Unpublished work), 2024-10) Oyuku, Thomas
This study aimed at applying an exercise program to enhance students' physical flexibility in BSPTC. The study employed an experimental design with 94 participants; of these 32 (34%) were male and 62 (56%) were female aged 19-24 years. The subjects were assigned randomly to either treatment group or control group. Modified training program designed to suit the case study was employed in which a one-hour physical flexibility training exercise was done four times a week for six weeks. Variations in physical flexibility levels of the participants over a period of six weeks were measured and monitored before and after the training. Standardized sit-and-reach test box was used to measure the flexibility level of the participants. Data were processed using Statistical Package for Social Science (SPSS) version 11 and descriptive statistic were used to analyze the data gathered through the sit-and reach test. Difference between the pre-test and post-test of both the intervention and control group was determined using T-test. The study revealed that a significant proportion of the respondents (19%) spent extended time (11 to 14 hours) sitting without participating in any physical activity. The study established that the mean pre-intervention physical flexibility level of the student in BSPTC was 39.14 cm with standard deviation of 4.95. The T-test conducted for the two outcome variables demonstrated significant difference between the pre and post flexibility test of the intervention group (p=0.000) across all age group (19-24 years), but not the control group. The study concluded that 18% of the students do not engage in any form of physical activity. Student of Bishop Stuart Primary Teachers ' College had very low level of flexibility. The training program was effective in improving flexibility level of the students in BSPTC. Based on these facts, the study recommends that: the administration should plan and enforce physical activity programs in their learning institutions. Flexibility should be emphasized in the training program of the students in BSPTC. The training program employed in this study should be implemented in BSPTC and other Primary Teachers' Colleges.
Mobile learning devices and access to internet-based educational resources: a study of a teacher training institution in Uganda
(East African Journal of Education and Social Science, 2026-02-11) Ndawula, Stephen; Acidri Bilet, Emmanuel; Kirabo, Esther
In the 21st century, mobile devices have become increasingly vital for enhancing access to online learning, particularly as their adoption remains nascent among Ugandan students. This study examined the relationship between mobile learning device usage and student teachers’ access to internet-based educational resources (IBER) at Kyambogo University’s School of Education, employing a mixed-methods approach with descriptive and correlational designs, purposive sampling of 280 in-service teacher trainees, and both descriptive and inferential statistical analyses. Quantitative findings revealed a weak but statistically significant positive correlation between device use and IBER access while qualitative insights indicated that devices enhanced students’ capability, confidence and speed in accessing resources—making academic programs more pleasant by supplementing lectures, yet fall short of strong perceived academic excellence due to limited proficiency, low satisfaction and institutional barriers like inconvenient labs and restricted use. The study concludes that greater device utilization supports modest IBER gains, recommending that university management bolster pedagogical and technical support through training, clearer guidelines, improved Wi-Fi and lab designs and ICT policy integration of mobile-friendly LMS, cost-free scholarly sites and structured social media use to translate these benefits into deeper proficiency and equity.
Organisational knowledge creation: an examination of the influence of dynamic capability in manufacturing firms
(Journal of Information & Knowledge Management, 2026-02-26) Galimaka, Denish Butagasa; Mafabi, Samuel; Kyogabiirwe, Janatti Bagorogoza; Munene, John C.; Kagaari, James; Fiona Mulira
The study aims to establish whether the three specific component factors of dynamic capability (DC) that demonstrate commonalities across successful firms — Adaptive capability (AC), innovative capability (IC) and absorptive capability (ACAP) — influence organisational knowledge creation (OKC) in manufacturing firms in Uganda. Following a positivist approach, the study employed a cross-sectional design with quantitative approaches. Data were collected from 107 manufacturing firms using a survey questionnaire, and analysed using SmartPLS 3 software. The results showed that, in contrast to ACAP, AC and IC significantly influence OKC. Further, a positive and significant relationship between DC and OKC was established. This paper therefore advances works on OKC by delineating the influence of the component factors of DC which are identifiable, concrete and measurable across successful firms on new knowledge production in manufacturing firms.
Multilingualism as a resource for literacy acquisition and development in primary schools in Uganda
(East African Journal of Education Studies, 2026-01-28) Nankindu, Prosperous; Masembe, Edward
This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda.
Article 6 of the 1995 constitution of the republic of Uganda: an exploration of a language policy and planning process in a multilingual African country
(East African Journal of Arts and Social Sciences, 2026-02-06) Prosperous Nankindu
This paper, through archival research, publishes the language policy of Uganda, which is stated in the 1995 Constitution of the country. The paper made a Critical Discourse Analysis of the drafting history of the Constitution. The debate by the Constituent Assembly delegates, who drafted the constitution, clearly indicated a lack of harmony on the language issue. The delegates concluded that the former colonial language, English, is the official language of Uganda, a state of affairs in almost all countries which were under British rule. The study concludes that the key principles of the constitution, unity, peace, equality and freedom, cannot be achieved through the recommended media of communication in official capacities and in schools.