East African Journal of Education Studies

Teacher Professional Development and the Quality of the Methods of Teaching Science Education in Uganda

Richard Amanyire — 2026-01-01

This study examined the relationship between Teacher professional development (TPD) and the quality of teaching methods used in science education. The major forms of professional development considered the major contributors to enhancing teaching methods included formal, collaborative and self-directed/ online TPD. A cross-sectional research design was used to collect data from 150 Science Teachers and 10 Head teachers from 10 secondary schools of Fort Portal City. Quantitative data was analysed using the Spearman rank correlation coefficient and multiple regression analysis, while qualitative data was grouped into themes and analysed descriptively according to the study objectives. The study revealed significantly significant and positive correlation across all three forms of teacher professional development with teaching methods improvement. However, results from multiple regression show that Formal TPD Participation is the strongest contributor to teaching methods improvement. Formalise and institutionalise teacher professional development as a core function within Uganda’s education system

Impediments to Collaborative Research Productivity: Insights from University Academics in Tanzania

Siril Patrick Ndekao — 2026-01-02

Collaborative research (CR) is generally seen as crucial for boosting research productivity. However, this is achievable only in a research ecosystem that promotes interaction and teamwork among academics, along with a clear understanding of the challenges that may hinder full participation in research activities. Therefore, for academics to work together effectively, it is necessary to understand and address the barriers to CR productivity. This study aimed to explore these barriers within Tanzanian universities. It used a mixed-methods approach with a convergent design to gain both familiar and new insights about obstacles to CR productivity. Data was collected through questionnaires and semi-structured interviews. Quantitative analysis was conducted using IBM SPSS Version 22, while thematic analysis helped identify and interpret patterns of meaning in the qualitative data. The findings identified several barriers that restrict collaborative research among university scholars. These barriers include interpersonal issues like low motivation, lack of trust, and differing research goals, as well as structural challenges such as limited funding and insufficient supportive policies. The study also suggested strategies to improve collaboration, including increased funding, motivation through rewards and incentives, and stronger supportive research policies. Overall, CR plays a vital role in enhancing academic research output. Understanding the obstacles to CR is essential for creating an environment that encourages joint research efforts. The study recommends, among other steps, a shift in mindset toward CR among Tanzanian academics, since individual collaboration depends on existing social ties. It also urges the government, universities, and funding agencies to offer the necessary support to foster a strong culture of collaboration, specifically, providing adequate research funding, supportive policies, incentives, and a balanced workload to allow sufficient time for research activities

AI-TPACK Competence and Pedagogical Knowledge Gaps Among Preservice Luganda Language Teachers: A Baseline Assessment in Ugandan Teacher Education

Teresphorus Louis Kakinda — 2026-01-03

The integration of artificial intelligence into indigenous language teacher education presents both opportunities and challenges, particularly in resource-constrained contexts that implement competency-based curricula. This study assessed baseline AI-Technological Pedagogical Content Knowledge (AI-TPACK) competence and identified pedagogical knowledge gaps among 26 preservice Luganda teachers at a Ugandan university. Using a convergent mixed-methods design, data were collected through AI-TPACK surveys, semi-structured interviews, focus group discussions, and document analysis. Quantitative findings revealed moderate overall AI-TPACK competence with significant disparities between foundational knowledge domains and integrated competencies. AI-TPACK integration scored lowest, while Content Knowledge was highest. Qualitative analysis identified five major pedagogical knowledge gaps: limited understanding of genre-based pedagogy, a superficial grasp of functional grammar principles, an absence of Focus-on-Form strategies, a lack of systematic assessment approaches for competency-based instruction, and no prior experience with AI integration in language teaching. These compound deficiencies reveal that preservice teachers possess isolated knowledge components but struggle with the integration required for effective technology-enhanced, competency-based indigenous language instruction. The findings indicate an urgent need for comprehensive pedagogical frameworks that simultaneously develop content, pedagogical, and technological knowledge in an integrated rather than isolated fashion. Implications for indigenous language teacher preparation programs and curriculum reform are discussed.

Challenges and Strategic Interventions for Implementing the Geography Competence-Based Curriculum in Secondary Schools in Luweero District, Uganda

Mbabazi Janepher — 2026-01-03

This study assessed the challenges and strategic interventions needed for effective implementation of the geography competence-based curriculum in secondary schools in Luweero district. A concurrent triangulation design was used, and both quantitative and qualitative methods were applied to collect data from 46 Geography teachers, 401 students, and 10 key informants (5 Directors of Studies, 3 Inspectors of Schools, and 2 Curriculum Specialists). Quantitative data was collected from teachers and students using questionnaires, while interviews and classroom observations were used to collect qualitative data from key informants. Quantitative data were analysed using factor analysis, and qualitative data using content analysis. The findings showed that Schools were unable to create a learning environment where learners actively participated in learning. Schools did not have relevant teacher competence, learning infrastructure, resources, or had limited support from stakeholders. So, teachers were forced to do mass instruction due to large classes shortage of approved textbooks and learning materials specifically designed for the GCBC. They often used old textbooks, which led to inconsistencies and difficulties in implementation. Effective GCBC implementation requires decentralised support that meets the specific needs of the school and teachers, integrates concrete, actionable feedback directly related to classroom practice at every stage of implementation. It was concluded that Internal challenges, mainly inadequate teacher competence and resource constraints, limit positive outcomes of the GCBC. It is recommended that peer-learning, ongoing professional development programs and mentorship be instituted to empower schools and teachers in preparedness and self-efficacy to share best practices and address resource shortages collaboratively.

Enhancing Scholarly Writing and Research among Graduate Students in Selected Public Universities in Uganda

John Kalule — 2026-01-03

The study aimed at enhancing academic writing and research among graduate students in selected public universities in Uganda. Specifically, the study aimed at examining the influence of graduate students’ attitudes and institutional support on academic writing and research (AWR). It also aimed at establishing the academic staff's perceptions of graduate students’ attitudes and challenges faced in their journey of academic writing and research. The study used a logical sequential design with both quantitative and qualitative approaches. Graduate students, academic staff, and academic administrative staff served as the study population. These participants/respondents were selected from four public universities in different regions of Uganda. Respondents were sampled using stratified random and purposive sampling. Data was collected using a self-administered questionnaire, an interview guide, and a focus group discussion guide. Quantitative data were analysed using means and standard deviations. Pearson’s Correlation Coefficient Index, Simple Linear Regression Analysis, and Multiple Linear Regression Analysis were used to analyse the study hypotheses. Qualitative data were analysed thematically. Findings revealed that there was a significant positive relationship between graduate students’ attitudes and academic writing and research, r = 0.699**, P-value = 0.000, less than 0.05. Results showed that academic staff’s perceptions of graduate students' academic writing and research skills were negative. Findings on the third objective revealed that there was a significant positive relationship between institutional support and academic writing and research, r = 0.441**, P-value = 0.000, less than 0.05. Results finally revealed that significant numbers of participants and respondents identified generating research topics, making thesis statements, formal academic language, ICTS, failure of the university to establish publishing houses, inadequate library and reading space, and limited funding for the research projects as prominent challenges faced by graduate students in the process of academic writing and research. Therefore, it was concluded that graduate students’ attitudes and institutional support significantly impacted their academic writing and research abilities in the selected public universities in Uganda. It was also concluded that perceptions of academic staff on graduate students’ attitude towards AWR were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Finally, the study concluded that graduate students faced several challenges related to the generation of research ideas, use of formal scientific academic writing and research language, delayed feedback from supervisors, mentorship challenges, plagiarism, limited research funds, failure by universities to create publishing houses, among others. The study, therefore, recommended that academic writing should be integrated into the formal training of graduate students from the beginning of their study programmes and diligently attend research-led seminars. The study recommended that supervisors/mentors should be retooled in active research-based instructional supervision, where they can be encouraged to work in groups, initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating research projects. Thirdly, the study recommended that there should be emphasis on academic development programmes as viable strategies to enhance scholarly writing and research. In addition, supervisors should be encouraged to provide proper guidance, feedback, and adequate consultation time to individual graduate students, especially those struggling at different stages of their research projects. Lastly, the study recommended that emphasis should be put on providing academic staff with research allowances/remuneration, stipends, and other welfare benefits. At the same time government should increase research funds in the national budget geared towards promoting research and innovation in higher institutions of learning.

Aligning the Scientific Method and the University to Industry 4.0 and Incoming Industry 5.0: Seven Unique Dimensions

James Israel Prevailer — 2026-01-05

Aristotle pioneered the scientific method (SM) 2,409 years ago, from 384-322 BCE. René Descartes renewed it 2,034 years later in 1650. But unattended long-term change has rendered the SM and its university delivery portal incapable of providing solutions to contemporary problems. Underpinned by the pragmatic paradigm. The dead horse theory (DHT), and the epistemological principle that knowledge be updated regularly for relevance and currency, the authors used heuristics and the literature review methods to add 7 dimensions, and assure the SM and the university’s mutual goal of providing apt solutions to the wicked problems of industry 4.0 and incoming industry 5.0. This is a conceptual paper. Findings: Conceptual additions and subtractions were the means by which the SM was renewed, kept current and relevant; It took 108 years, on average, to renew the SM yet the current version of the SM has not been updated in 375 years; Unattended change has rendered science, the SM and the university incapable of providing solutions to industry 4.0 problems; Science and the SM are not the only methods of discovery and knowing; For their methodological unilateralism, science and the SM have condemned discovery to lower order thinking skill (LOTS), and to the five limitations of the senses, mind thinking, inability to appropriately define simple concepts such as consciousness, the material realm and the silo of STEM subjects. Recommendation: Scientists, the Policy regime, and university professors and teachers have to become humble and admit that the past 17th, 18th, 19th, and 20th-century science and version of the SM have run their due course, but that these have their limitations. The most viable solution is methodological triangulation, leading to the Biblical Scientific Method (BSM) for imparting society with the higher-order thinking skills (HOTS) needed to solve the wicked industry 4.0 and industry 5.0 problems.

The Contributions of Community-Based Rehabilitation Services on Inclusive Education in Secondary Schools that Enrol Learners with Hearing Impairment in Tanzania

Salimini Mbazi — 2026-01-05

This study aimed to examine how Community-Based Rehabilitation (CBR) services contribute to inclusive education in secondary schools that enrol learners with hearing impairment in Tanzania. The study is guided by the Universal Design for Learning (UDL) framework and grounded in a constructivist paradigm, which supported a qualitative, exploratory case-study design. Data were collected through semi-structured interviews, focus group discussions, observations, and document reviews with a criterion purposive sample of 27 participants (8 teachers, 3 officials from voluntary organisations, and 16 learners with hearing impairments). Individual interviews were conducted with teachers and voluntary organisation officials, while learners with hearing impairments participated in a focus group discussion. Interview and focus group data were analysed using thematic analysis, followed by content analysis of the reviewed documents and observations. Findings indicated that CBR services facilitate teaching processes, increase engagement and participation, training of teachers in inclusive teaching practices, and enhance the academic performance of learners with hearing impairment in their national examinations. The study offered several recommendations: The study drew several recommendations, first, the government to consider continuity of services for learners with hearing impairment once the community-based rehabilitation project is over. Second, teachers embrace the Universal Design of Learning principles of representation, engagement, and expression to meet the learning needs of all learners in inclusive schools. Third, voluntary organisations adopt a bottom-up approach, from planning to implementation. Finally, the study suggests that future research could adopt a pragmatist paradigm and mixed methods to combine qualitative insights with quantitative data, thereby informing government policies on inclusive education more effectively.

Challenges in Teaching English Essay Writing to Secondary School Students: A Case Study of G.S. Karambo in Karongi District

Ndirishye Jean Baptiste — 2026-01-06

Essay writing is a crucial skill in language education, a milestone for developing coherent expression, critical thinking, and academic competence. Despite its role, teaching essay writing remains a vital pedagogical challenge, particularly in contexts where English is a second language. The study at hand investigated the challenges faced by both teachers and students in the teaching and learning of essay writing at GS Karambo, Rwanda, and explores plausible strategies to enhance writing proficiency. Specifically, the study aimed to identify the main challenges faced by teachers, assess students’ difficulties in mastering essay writing, and propose effective interventions. A mixed-methods descriptive survey design was employed, combining qualitative and quantitative approaches. The target population included 577 students, three English teachers, and two school leaders. Stratified random sampling was used to select 85 students proportionally across grade levels, while purposive sampling was applied to select teachers and school leaders, resulting in a total sample of 90 respondents. Data were collected using questionnaires for students and teachers and semi-structured interviews with teachers and school leaders. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically interpreted. Research findings revealed that teachers face substantial challenges, including time constraints, large class sizes, and insufficient teaching resources (100% of teachers), as well as student-related issues such as low motivation and language interference (66.6%). Students reported major difficulties in vocabulary and grammar (76.5%), essay organisation and coherence (82.3%), language interference (75.3%), and inadequate instructional support (77.6%). Students and school leaders emphasised the need for strategies such as reducing language interference, enhancing instructional materials, increasing motivation and confidence, and organising essay writing clubs or competitions. School leaders also highlighted the importance of teacher professional development and manageable class sizes to improve instruction. The study concluded that improving essay writing skills at GS Karambo requires a multifaceted approach combining institutional support, pedagogical innovation, linguistic reinforcement and student-centred interventions. Recommendations include providing adequate institutional materials, reducing class sizes, enhancing teacher training, addressing language interference, promoting student motivation, and fostering collaborative efforts among stakeholders. Implementation of these strategies can significantly enhance students’ writing proficiency and overall sound academic performance.

Evaluation of the Effectiveness and Student Challenges of Bridging Course Programs: A Comparison with Direct Entry Pathways

Alen Musisi — 2026-01-07

Purpose: This study evaluated the experiences, challenges, and academic performance of Bridging Course (BC) graduates compared to direct entrants at Ernest Cook University (ECU), Uganda. In 2025, data from the Uganda National Examinations Board revealed that only 65.5% of secondary school candidates met the minimum university admission requirement, leaving one-third without direct access to higher education. To address this gap, the National Council for Higher Education (NCHE) introduced BCs under the Higher Education Certificate (HEC) framework to prepare learners for diploma and degree programs. Methods: A cross-sectional quantitative design was employed, involving 243 BC and 523 direct-entry students enrolled in professional programs, including Medical Imaging, Ultrasound, Radiography, and Biomedical Engineering. Academic performance was compared using Cumulative Grade Point Average (CGPA) data, and student experiences were assessed through an online Likert-based questionnaire. Findings: Results showed that BC graduates achieved a slightly higher mean CGPA (3.39 ± 0.58) than direct entrants (3.23 ± 0.90), though the difference was not statistically significant (p = 0.22). Most BC graduates (62%) reported improved attitudes toward science subjects, while overall program satisfaction averaged 3.9/5, particularly for lecture delivery (4.25) and instructor effectiveness (4.16). Key challenges included subject difficulty, limited practical exposure, and technological or financial constraints. Feasible Policy Implication: The study supports scaling up and institutionalising BCs under the NCHE framework to expand access to higher education. Policies should prioritise lecturer capacity-building, practical curriculum enhancement, and investment in learning resources to improve program quality and sustainability.

An Evaluation of Instructional Strategies Used by Geography Teachers in Implementing the Geography Competence-based Curriculum in Secondary Schools in Luweero District, Uganda

Mbabazi Janepher — 2026-01-07

This study evaluated instructional strategies that Geography teachers applied in the implementation of the Geography Competence-Based Curriculum in secondary schools in Luweero District. Employing a convergent parallel mixed-methods design, data were collected from 46 Geography teachers, 401 students, and 10 key informants, through questionnaires, interviews and classroom observations, and analysed by factor, correlational and content Analysis. It was found that teachers use locally developed teaching resources and actively engage learners through collaborative projects and field activities. Therefore, effective GCBC implementation is strongly associated with deliberate planning and the use of hands-on materials. It is recommended that teacher empowerment, support supervision, and access to instructional resources be improved to enable teachers to effectively use their teaching roles to support better implementation of the geography competency-based curriculum in secondary schools in Luweero District.

Understanding Chinese Language Program and Student Enrollment Decisions in Secondary Schools in Uganda: A Case of Kawempe Division

Musana Budala — 2026-01-08

The general objective of the study was to assess students’ awareness and perceptions of the Chinese language program in secondary schools in Kawempe Division. The study adopted a descriptive cross-sectional research design. The study population included students enrolled in secondary schools offering Chinese in Kawempe Division. A total of 150 students were selected from the schools offering Chinese language programs. Stratified random sampling was used to ensure representation from each school and grade level. Data were collected using a structured questionnaire. The questionnaire’s content validity was ensured through expert review by language education specialists and by piloting it in a school outside Kawempe Division. Reliability was measured using Cronbach’s Alpha. Quantitative data were coded and entered into SPSS version 26. Descriptive statistics such as frequencies and percentages summarised students’ attitudes, awareness, motivations, and enrollment trends. The findings of this study reveal that student enrollment in the Chinese language program in Kawempe Division is shaped by a complex interplay of factors: while awareness of the program exists, it is uneven and often linked to a pragmatic understanding of its benefits, such as scholarships and future employment.

Head Teachers’ Perspectives on Children’s Transition from Pre-Primary to Primary School in Tanzania

Yohana Emily Ephraim — 2026-01-08

Along with the importance of the transition period in children’s learning and development, research evidence indicates that educational researchers have paid less attention to the education-associated transition. In addressing this research gap, this study aimed to explore head teachers’ perspectives on children’s transition from pre-primary to primary school. The study employed a qualitative case study design where a semi-structured interview was employed to collect data. A purposive sampling technique was employed to select nine (9) head teachers from nine (9) public primary schools. The collected data were thematically analysed. The findings indicated that head teachers hold different conceptions of children’s transition from pre-primary to primary school. Three perspectives emerged from head teachers’ conceptions: shaping children’s experiences, a traumatic period in students’ school life, and multidimensional development. The study concluded that, despite lacking formal training in early childhood education, head teachers appeared to understand the key aspects of children’s transition. The study recommends the provision of in-service training programmes to head teachers on early childhood education management and its related provisions, and conducting further research on early childhood education leadership.

Enhancing Student Creative Thinking through Active Learning: Evidence from BAGPS Students at the Muslim University of Morogoro, Tanzania

Saumu Mushi — 2026-01-08

This study investigated how first-year Bachelor of Arts in Geography and Population Studies (BAGPS) students at the Muslim University of Morogoro (MUM) developed creative thinking skills during a semester-long Critical and Creative Thinking course. Using a qualitative case study approach, data were collected from seven purposively selected students through reflective journals, classroom observations, and a focus group discussion. Thematic analysis identified five key themes: growth in confidence and self-expression, collaboration and peer learning, use of creative thinking tools, overcoming creativity barriers, and application to real-world problem solving. Collaborative learning and reflective exercises enhanced idea generation and confidence, while tools such as mind mapping, SCAMPER, and brainstorming promoted innovative problem-solving. Students applied these skills to geographic issues, including urbanisation and migration. The study concludes that participatory and reflective teaching strategies effectively nurture creativity and recommends integrating creative thinking across geography curricula in Tanzanian higher education.

The Gendered Parenting Dynamics: A Qualitative Inquiry into Pre-Service Teachers' Academic Adjustment in South-western Uganda

Rosemary Atuhaire — 2026-01-13

This study explores the influence of gendered parenting dynamics on the academic adjustment of pre-service teachers in South-western Uganda. A qualitative design utilising secondary thematic analysis was employed, drawing from focus group discussions with 44 pre-service teachers and interviews with 28 parents and 8 university administrators. The findings reveal a complex interplay of familial and institutional factors. Authoritarian parenting, sharply divided along gendered lines with fathers as distant disciplinarians, often hindered the development of student autonomy. This was compounded by experiences of neglect and financial hardship, which paradoxically served as both a significant barrier to performance and a powerful motivator for "academic proving." Furthermore, students faced systemic institutional challenges like poor timetabling. Despite these obstacles, students demonstrated agency through peer support and skill development. The study concludes that academic adjustment in this context is a negotiation between entrenched familial patterns, socioeconomic pressures, and institutional barriers. It necessitates a multi-stakeholder, ecosystem approach. Recommendations include parental sensitisation, pedagogical reforms, enhanced student counselling, and government action to foster a more supportive educational ecosystem for pre-service teachers

Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities

Francis Twinamasiko — 2026-01-15

This article investigates the extent to which Problem-Based Learning (PBL) functions as an effective precursor to adult learning within Uganda’s university system. As higher education institutions continue to experience significant growth in adult enrolment, comprising learners who balance academic study with employment, family responsibilities, and community obligations, the need for pedagogical approaches that promote autonomy, experiential engagement, and practical knowledge application has become increasingly urgent. Internationally, PBL has gained prominence as a learner-centred instructional model grounded in authentic problem scenarios, collaborative inquiry, and self-directed learning, rendering it highly compatible with the learning characteristics and expectations of mature learners. Drawing on a comprehensive systematic literature review of theoretical, empirical and contextual studies mainly published between 2015 and 2025, this study synthesises contemporary evidence on how PBL enhances key dimensions of adult learning. Informed by andragogy, self-directed learning theory, transformative learning perspectives, and collaborative learning frameworks, the review demonstrates that PBL strengthens experiential reasoning, intrinsic motivation, reflective judgment, and long-term knowledge retention among adult learners. Findings reveal that PBL significantly enhances the relevance and real-world applicability of university learning, improves adult learners’ problem-solving and teamwork competencies, and supports the development of self-regulated and independent learning practices. Evidence further indicates that PBL facilitates the transfer of academic knowledge to professional and community contexts, an outcome especially valuable for adult learners who prioritise practical skill acquisition. Nonetheless, persistent challenges, including limited instructional resources, uneven readiness for self-directed learning, insufficient faculty preparation, overcrowded classrooms, and rigid curricula, continue to impede optimal PBL implementation across many Ugandan universities. The study concludes that PBL holds strong potential to transform adult learning within Uganda’s higher education landscape. To maximise its impact, universities should invest in faculty development, curriculum redesign, infrastructure enhancement, and learner-support mechanisms that institutionalise PBL as a core pedagogical approach. Strengthening PBL-based teaching and learning can play a pivotal role in developing competent, adaptive, and self-directed adult learners equipped to meet the demands of Uganda’s evolving socio-economic environment.

Institutional Management Practices and Pupils’ Learning Outcomes in Selected Primary Schools in Central Uganda

Nakku Maria Elizabeth Mirembe — 2026-01-22

The provision of quality education has preoccupied educationists and policymakers to date. The debate is at the top of the global agenda, including the Sustainable Development Goals (SDG4). However, empirical evidence on how institutional management practices influence pupils’ learning outcomes at the primary level in Uganda remains limited and fragmented. This study examined the influence of financial management practices, resource allocation and governance structures on pupils’ learning outcomes in selected primary schools in Central Uganda. Using a cross-sectional design and hierarchical regression analysis on data from 251 respondents, the study found that financial management practices and governance structures significantly predict learning outcomes, while resource allocation showed no meaningful effect. The final model explained 43.1% of the variance in learning outcomes. These findings highlight the importance of strengthening the financial management systems and school governance to enhance learning outcomes. The study contributes context –specific empirical evidence to institutional management research and informs policy and practice in Uganda’s primary education sector.

Miles to Learn: The Influence of Long Distance to School on Attendance, Enrollment and Retention in Tharaka Nithi County, Kenya

Pamella Karambu Muriungi, PhD — 2026-01-27

This study examined the impact of long distances to school on pupil participation in public primary schools in Tharaka Nithi County, Kenya, with a particular focus on enrollment, attendance, retention, and dropout rates. The study also explored how the School Feeding Programme (SFP) serves as a mitigating factor for these challenges. Using a mixed-methods approach, the research combined qualitative data from interviews with head teachers and parents, as well as quantitative data from surveys and school attendance records. The findings indicated that long distances to school are a significant barrier to enrollment, with many children unable to attend due to the physical strain and fatigue caused by long walks. The study revealed that long distances also contributed to high absenteeism, as children are often too exhausted to attend school regularly, especially when food is not provided. Furthermore, the study highlighted that distance exacerbates dropout rates, as children from remote areas are more likely to leave school due to the demands of the long commute and lack of food at home. However, the research also demonstrated that the introduction of the SFP has had a profound positive impact on educational participation. The provision of meals at school not only increased enrollment but also improved attendance and retention, as children are motivated to attend school for the promise of food. The study concluded that while long distances remain a significant challenge, the SFP plays a crucial role in mitigating the negative effects of distance by improving student health, reducing absenteeism, and encouraging consistent attendance and retention. The research emphasises the importance of addressing logistical barriers to the successful implementation of school feeding programs in remote areas to further enhance educational outcomes

Exploring Socio-Cultural and Educational Determinants of Parental Perceptions on Sexuality Education: Evidence from a Mixed-Methods Study

Kaduyu Robert — 2026-01-27

Despite growing advocacy for comprehensive sexuality education (CSE), its implementation in Uganda continues to face cultural and religious resistance. Parents, as primary socialising agents, hold influential perceptions that can either support or hinder sex education initiatives. Understanding the socio-cultural and educational determinants shaping these perceptions is essential for designing culturally responsive and sustainable programs in Ugandan primary schools. This study explored the socio-cultural and educational factors influencing parents’ perceptions toward sex education for their children in selected primary schools in Bulamagi Sub-County, Eastern Uganda. Guided by Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (Ajzen, 1991), the study examined how personal cognition, social norms, and environmental contexts interact to shape parental attitudes and behavioural intentions toward school-based sex education. A mixed-methods design was employed. Quantitatively, data were collected from 81 parents using a structured questionnaire and analysed through multiple linear regression to determine predictive significance. Qualitatively, focus group discussions (FGDs) provided contextual insights into parental beliefs, norms, and experiences. Triangulation of results ensured analytical depth and validity. The regression model revealed a strong positive correlation (R = .931) with an R² of .866, indicating that 86.6% of the variance in parental perception was explained by the independent variables. Three factors emerged as significant predictors: parents’ education level (β = 0.413, p < .001), content of the sex education syllabus (β = 0.373, p < .001), and cultural beliefs and taboos (β = 0.246, p = .017). Qualitative findings reinforced these results, showing that parental literacy and awareness increased acceptance, while cultural taboos and religious conservatism fueled scepticism and resistance. Parental perceptions of sex education are shaped by the interplay of educational exposure, cultural identity, and religious values. While education enhances understanding and openness, socio-cultural and moral constraints continue to impede full acceptance. Integrating culturally sensitive communication, parental involvement, and transparent curriculum practices can bridge this gap. The study recommends strengthening parental sensitisation, teacher training, and policy frameworks that harmonise educational objectives with community values, thereby promoting inclusive and sustainable sex education programs in Uganda’s primary schools.

An Evaluation of Factors Affecting Student Achievement in Computer Studies on the Uganda Certificate of Education Examinations in Wakiso District, Uganda

Maria Assumpta Komugabe — 2026-01-27

The study examined factors affecting student achievement in computer studies in the Uganda Certificate of Education Examinations (UCE). It was conducted in secondary schools across Katabi Sub-County, Wakiso District, Uganda. To achieve the study's purpose and objectives, a correlational design was adopted. Data were collected using a four-category Likert scale from 138 purposively selected student respondents across four secondary schools in Katabi Sub-County, Wakiso District. For the relationship between teacher qualification and student performance, the study found a moderate negative correlation (r = -0.655, p = .001). A moderate negative correlation (r = -0.580, p = .001) was found between teacher experience and student grades. Finally, the study found a moderate negative correlation (r = -0.393, p = .001) between the number of students per computer and student grades. These findings suggest that, beyond certain levels, these factors may not directly enhance student achievement, highlighting the need to consider other elements, such as teaching quality and resource utilisation, to improve student outcomes.

School Satisfaction Rating Scale Development

Pius Ochwo, PhD — 2026-01-27

This study describes the development of the Universal Secondary School Satisfaction Scale (USSC), designed to assess secondary school students’ perceptions of their learning environment in a Ugandan context. The scale was developed through a comprehensive literature review and qualitative insights from interviews and focus groups with content domain experts, resulting in a 12-item measure covering four key domains: student-content interaction, student-student interaction, student–teacher interaction, and overall student satisfaction. A sample of 50 senior four students (33 girls and 17 boys, aged 12 to 17 years, with a mean age of 15) from a government “seed school” completed the survey. Data analysis indicated high internal consistency (Cronbach’s alpha = .78), with most items showing adequate difficulty and variability, and inter-item correlations exceeding .30, supporting the scale’s reliability. Item analysis showed that while most items contributed meaningfully to the overall scale, one reverse-coded item had a slightly lower item-total correlation but was retained for content validity. The findings suggest that the USSC is a reliable and valid instrument for measuring student satisfaction in secondary schools, providing valuable insights for educators and policymakers seeking to improve learning environments.

Capitalising on Online Learning for Expansion of Global Higher Education: Access, Opportunities, and Challenges in Tanzania

Cesylia Robert Shangali — 2026-01-28

The emergence of new technologies in education has been a game-changer in reshaping the education landscape. The adoption of new teaching methods that transform the traditional ways of teaching and learning has escalated very fast since the emergence of the COVID-19 pandemic in 2020. This study examined the adaptation, access, opportunities, and challenges of online learning in higher education institutions (HEIs) in Mwanza, Tanzania. The study employed Rogers’ Diffusion of Innovation and Siemens’ connectivism theories to guide the study and provide backup in analysing the findings. The study used a mixed-methods approach with 200 participants, including 180 students and 20 staff from four universities. The research found limited adoption of formal online learning platform whereas there is only 35% usage of online platform with most relying on basic tools like WhatsApp. While online learning offered flexibility, 65% of students cited global knowledge access. Significant challenges affecting online learning included poor internet connectivity, whereby 80% of reported issues were internet connectivity troubles, high data cost, where 75% reported high cost of internet, and inadequate digital skills, 50% of educators. Recommendations include: government partnerships for affordable internet, institutional investments in digital infrastructure, blended learning approaches, and regular staff training. Despite its contributions, the study was limited by uneven staff and students’ representation across institutions. The findings provide actionable insights for policymakers and universities to enhance online education in Tanzania’s Lake Zone region, while highlighting areas for future research

Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City

Nantagya Grace Ssebanakitta — 2026-01-28

This study investigated the challenges affecting teachers’ uptake of e-learning instruction in government-aided Universal Secondary Education (USE) schools in Kampala Capital City, Uganda. The objective was to examine the infrastructural, institutional, and personal factors that hindered teachers’ effective engagement with e-learning platforms. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology-Mediated Learning (TML) frameworks, a convergent mixed-methods design was employed. The study population comprised 393 teachers and 10 headteachers from ten USE schools, all selected through a universal sampling strategy to ensure representativeness. Data were collected using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics (means, standard deviations) and inferential tests (t-tests, ANOVA, chi-square, and multiple regression), while exploratory factor analysis (EFA) confirmed construct validity. Qualitative data underwent thematic analysis, following systematic stages of familiarisation, coding, and theme refinement. The results revealed that teachers faced numerous challenges affecting e-learning uptake. Quantitatively, unreliable electricity (M = 1.39, SD = 0.05), weak internet connectivity (M = 1.59, SD = 0.35), insufficient ICT equipment (M = 1.31, SD = 0.13), and limited technical support emerged as critical barriers. Regression analysis indicated that dependence on desktop-based teaching tools negatively influenced e-learning adoption (β = –0.134, p = 0.012), while lack of student access further constrained implementation (β = –0.119, p = 0.024). Qualitative findings reinforced these outcomes, highlighting funding inadequacies, irregular teacher training, inconsistent administrative support, and fragile maintenance systems as recurring obstacles. Headteachers also cited low motivation, absence of national e-learning policies, and erratic digital environments as institutional challenges. The study concluded that the barriers to e-learning uptake in USE schools are systemic, multifaceted, and structurally embedded within Uganda’s educational ecosystem. It recommends enhanced investment in digital infrastructure, sustainable funding frameworks, continuous professional development, and stronger administrative leadership to institutionalise e-learning practices. Empowering teacher collaboration networks and strengthening feedback systems were further advised to promote sustained technology-mediated instruction.

Multilingualism as a Resource for Literacy Acquisition and Development in Primary Schools in Uganda

Prosperous Nankindu, PhD — 2026-01-28

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

Influence of Adoption of Budgetary Practices by Boards of Management on Governance of Early Years Education Centres in Kisumu Central Sub-County, Kenya

David Otieno Akayi, PhD — 2026-01-28

The adoption of budgetary practices in early years education centres (EYE) in Kenya involves planning and managing financial resources to align with educational goals. The objective of this study was to bridge the governance gap by establishing the influence of the adoption of budgetary practices by the board of management on the governance of early years education centres in Kisumu Central Sub-County, Kisumu County, Kenya. The study was anchored on External Reporting Theory by Akintoye (2012). The theory demonstrates a range of financial reporting practices that management board members of different early years education (EYE) centres can adopt to attain good governance. The study adopted a concurrent triangulation design. Both stratified and simple random sampling were used to obtain 11 public and 78 private EYE centres. The respondents constituted two teachers per EYE centre, of which one was the Centre manager and another the class teacher, giving a total of 178 respondents. The questionnaires were used to obtain data from the class teachers, while interview schedules were used to obtain data from the Centre managers. The data was analysed using both descriptive and inferential statistics. The study findings revealed that in most EYE centres, there was a lack of adequate accountability, transparency, stakeholder involvement, and funds were not being used for the intended purpose. The study concluded that the adoption of budgetary practices by the board of management significantly affects governance in early years education (EYE) centres in Kenya. The study recommended that the EYE centres’ management boards should ensure adequate accountability and transparency on all financial expenditures for programs in the early years education (EYE) centres. The study further recommended that the boards of management should involve all the stakeholders in budget planning, control, and implementation.

Status of Teachers' Pedagogical Knowledge and the Implementation of Competency-Based Curriculum in Public Primary Schools in Sabatia Sub-County, Kenya

Belinda Mulusa Atonya — 2026-01-28

Kenya has embarked on a curriculum reform to improve the quality and relevance of education, meeting global demands. The government has made tremendous efforts to implement the Competency-Based Curriculum (CBC) in public primary schools. Despite these endeavours, CBC continues to encounter various challenges that impede its efficacy. It is still unclear how all teachers are empowered and equipped to implement the new curriculum effectively. This study aimed to evaluate the status of teachers' pedagogical knowledge in the implementation of CBC in Sabatia Sub-County. The study draws on Social Constructivism Theory. A mixed research design was employed. The target population was 986 teachers, while the accessible population was 327 teachers teaching grade 6 and 101 School head teachers. A sample of 86 head teachers and 181 teachers teaching grade 6 participated in this study. Simple random sampling, stratified, proportionate, and purposive sampling techniques were used. The study collected primary data using a questionnaire, interview guide, and observation checklist. Both quantitative and qualitative data analysis techniques were employed. Quantitative data were analysed using descriptive and inferential statistics with the help of SPSS. In contrast, qualitative data were analysed using thematic expressions. The descriptive statistics results reveal that the status of teachers' pedagogical knowledge influences the implementation of CBC. The study obtained a correlation coefficient of 0.739 (0.001). This implied that teachers' pedagogical knowledge had a strong, positive, and significant influence on the practical implementation of CBC. The study concluded that teachers' pedagogical knowledge influences the implementation of CBC. The study recommended that School management should organise regular, targeted training sessions focused on the Competency-Based Curriculum's pedagogical aspects

The Effect of Two-Parent Family Structure on the Academic Performance of Junior Secondary School Adolescents in Kakamega South Sub-County

Muchera Edwin Miheso — 2026-01-30

This study investigated the effect of two-parent family structures on academic performance. Anchored on Bronfenbrenner’s Ecological Systems Theory, the study adopted a convergent parallel mixed-methods design, combining quantitative data. The target population was 4449 students, from which 357 students were selected, together with 30 teachers and 10 guidance counsellors. Data were collected using questionnaires, interview schedules, and focus group discussions. Quantitative data were analysed using descriptive statistics, Chi-square tests, and ANOVA, while qualitative data were analysed thematically. Findings revealed that two-parent family structures significantly enhanced academic performance due to stability and dual support.

SERVQUAL Analysis of Graduate Supervision at Makerere University, Uganda

Badru Musisi, PhD — 2026-01-30

This study examined the quality of graduate supervision at Makerere University using the SERVQUAL framework’s five dimensions of reliability, responsiveness, assurance, empathy, and tangibles. Employing a qualitative case study design, data were generated through in-depth interviews with graduate students, supervisors, administrators, and alumni across five academic colleges. The findings reveal substantial variation in supervision quality, largely driven by individual supervisory practices rather than institutionalised systems. Reliability and responsiveness were constrained by delayed feedback, weak enforcement of timelines, and administrative inefficiencies. Although supervisors were generally perceived as academically competent, gaps in mentoring capacity, procedural knowledge, and ethical consistency undermined assurance. Empathy was uneven, with working and self-sponsored students reporting limited flexibility and pastoral support. Inadequate and unevenly distributed research infrastructure further constrained supervision effectiveness. The study concludes that supervision challenges are systemic rather than individual and recommends university-wide supervision policies, mandatory supervisor training, digitised monitoring systems, improved infrastructure, and formalised student support. The findings extend African higher education scholarship by demonstrating both the utility and limits of SERVQUAL framework in graduate supervision contexts.

Integration of Design, Gamification Learning and Implementation of Digital Literacy Courses at Open Distance Learning Institutions of Kenya

John Ouru Nyaegah, PhD — 2026-02-02

Learning in distance education can potentially enhance learner engagement if wholly embraced in Higher Education institutions. Despite a lack of enough literature in regard to a comprehensively gamified framework which is tailored towards assisting lecturers on how to effectively integrate gamification in their teaching modules, this study aimed at sealing this gap by carrying out an investigation on the integration of design, gamification learning and implementation of Digital literacy courses in Open Distance learning institutions. The study’s aim was to develop a Course Unit whose focus is based on African Digital Literacy. The study was anchored on the Analysis, Design, Development, Implementation and Evaluation Theory (ADDIE), which supports and gives guidance to developers of course modules and learning programmes whose content is based on gamification. This theory provided pertinent information, which would be used to design a course whose content emphasizes on cultural narratives and the integration of gaming elements like leader boards and badges, which bring about effective learner engagement. The results of the study underscore the importance of integrating cultural narratives and gaming elements in learning modules, which improve on learner collaboration and effective engagement. The study recommends adoption of a multidisciplinary approach to future course developers who will engage in designing online-gamified courses that will be culture based, relevant and which would lead to stimulating learner friendly settings. Those who seek gamification-leveraging intended to enrich online learner settings such as educators, policy makers and instructional designers, will find this study’s findings useful since it bridges the gap between engaging educational experiences and the commonly used culturally immersive and traditional learning approaches.

Understanding the Challenges of Implementing Bloom’s Taxonomy in Competency-Based Curriculum Assessment in Uganda

Ruth Asaasira — 2026-02-02

Uganda’s transition to a competency-based curriculum at the lower secondary level has created a new landscape for teaching, learning, and assessment that aspires to promote higher-order skills, authentic problem solving, and holistic learner development. Bloom’s taxonomy, widely regarded as a foundational framework for structuring learning outcomes, has been adopted implicitly and explicitly as a guide for designing assessments intended to capture the broader ambitions of the curriculum. However, early evidence from schools, teacher reports, and national assessment bodies suggests that the practical application of Bloom’s taxonomy remains uneven and constrained. This study examines the systemic, pedagogical, and contextual challenges that impede its effective implementation within Uganda’s competency-based assessment regime. The discussion draws on curriculum policy documents, recent scholarly analyses, and comparative regional experiences to illustrate the tensions between curriculum reform intentions and the realities of assessment practice. The analysis shows that limited teacher assessment literacy, an entrenched examination culture, gaps in resource provision and infrastructural support, and conceptual ambiguities surrounding the taxonomy itself combine to create significant barriers. The paper argues that the full realisation of competency-based assessment requires sustained capacity building, closer alignment between curriculum and national examinations, and a more context-responsive interpretation of Bloom’s framework

The Mediating Role of Assessment Policy Implementation in Enhancing the Relationship between Teaching and Learning in Public Universities in Central Uganda

Tonny Muzaale — 2026-02-02

This study investigates the mediating role of assessment policy implementation in enhancing the relationship between teaching methods and learning outcomes in public universities in Central Uganda. The research employed a descriptive design focusing on quantitative analysis to explore the dynamics between teaching strategies, assessment policies, and their impact on student learning. The study involved 300 student respondents from Makerere University and Kyambogo University, selected through multistage stratified random sampling to ensure diverse representation across academic programs, faculties, and departments. Data were collected using structured questionnaires. The findings reveal that assessment policy implementation significantly mediates the relationship between teaching methods and learning outcomes. Study results demonstrated that assessment policy implementation strengthens the relationship between teaching methods and student engagement. Specifically, the mediation analysis (indirect effect = 0.257, p < 0.05) revealed that the implementation of clear, fair, and transparent assessment policies positively impacted learning outcomes. The study concludes that the implementation of comprehensive, clear, and fair assessment policies is crucial for maximising the effectiveness of teaching strategies. Recommendations include strengthening policy communication, regular training for faculty on assessment techniques, and incorporating diverse, student-centred assessment approaches to ensure fairness and inclusivity. Furthermore, universities are encouraged to continually review and update their assessment policies to align with global best practices, ensuring that they meet the diverse needs of students and promote academic success. This study contributes valuable insights into the role of assessment policy in shaping the teaching-learning dynamic in Ugandan higher education and offers practical guidelines for enhancing educational practices and outcomes.

The Impact of Dagbani-English Bilingual Instruction on the Mathematics Performance of the Senior High School Students in Tamale Metropolis in Ghana

Abdul-Samin Amidu — 2026-02-02

This paper has discussed how Dagbani-English bilingual education will impact the maths performance of senior high school students in the Tamale Metropolis of northern Ghana. The study conceptualised bilingual instruction as a pedagogic scaffold that facilitates conceptual knowledge and mathematical reasoning guided by the theory of academic language proficiency and the sociocultural theory. Quantitative descriptive survey design was used. One hundred senior high school students were chosen purposely from the public senior high schools were used to collect the data in Tamale Metropolis. Data on the perceived performance of the students in mathematics under Dagbani-English bilingual instruction were collected using structured questionnaires. The instruments were tested by expert evaluation as well as pilot testing with the Cronbach (and hence reliability) alpha of 0.82. Descriptive statistics, such as means and standard deviations, were used in analysing data. The findings showed that bilingual instruction had the same positive effect on the performance of the students in mathematics. The mean scores of all of the performance-related items were greater than 4.00 on a five-point scale, indicating a high degree of agreement with the fact that bilingual instruction increased conceptual understanding, problem-solving capability, confidence and test performance. Accounts given in Dagbani were said to be especially helpful in helping one grasp the abstract mathematical ideas. The results are consistent with the current Ghanaian and other African literature about the mediation of the first language in order to decrease the linguistic barriers to learning mathematics. It is concluded that Dagbani-English bilingual education is an effective pedagogical aid, and not a substitute for the English language. It enhances the access of the students to mathematical concepts and maximises their performance. It suggests the implementation of organised bilingual instruction methods in senior high school mathematics classes and incorporating bilingual pedagogy into teacher education and language in education policy debate in Ghana.

Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education

Annette Nyakubaho Kyamugambi — 2026-02-04

Competence-Based Education (CBE) has reshaped education in East Africa by shifting learning from memorisation to the development of practical skills such as critical thinking, collaboration, and creativity. A qualitative thematic synthesis with an interpretive, advocacy-focused lens was utilised to analyse prior research on CBE implementation in East Africa, national curriculum documents, and reports from organisations like UNESCO or World Bank affiliates. Kenya, Tanzania, and Uganda have adopted CBE to respond to 21st-century workforce needs, yet the assessment of learner achievement remains a major challenge, particularly in resource-constrained settings. Limited teacher preparation often results in continued reliance on traditional examinations instead of authentic assessments that capture problem-solving, teamwork, and other complex competencies. Overcrowded classrooms and shortages of learning materials further restrict teachers’ ability to provide individualised, formative feedback. In Kenya, adaptation difficulties and funding gaps contribute to only about half of students meeting expected competency standards. Learners with disabilities face additional obstacles, including negative attitudes and inadequate infrastructure, which reinforce existing inequities. Cultural and linguistic diversity also complicates standardisation, increasing the risk of inconsistent assessment outcomes. Despite these barriers, CBE offers opportunities to improve engagement and holistic growth through projects, portfolios, peer assessments, and other performance-based methods. These approaches align well with regional economic priorities, supporting sectors such as agriculture and technology by equipping students with relevant, adaptable skills. Digital assessment tools and community partnerships further extend real-world learning. Notably, targeted professional development programs in Tanzania have significantly strengthened teachers’ assessment capacity through initiatives such as school-based continuous professional development programs supported by national frameworks like MEWAKA and partnerships with the Tanzania Institute of Education have shown promise in enhancing teachers’ assessment capacity in select contexts, though outcomes vary by region and require further scaling. This paper contributes to the existing CBE literature in East Africa by providing a concise, tri-country comparative synthesis of persistent assessment barriers alongside practical opportunities including, integrating digital tools and community partnerships, emphasizing the need for coordinated regional policy reforms to achieve equitable implementation and building on prior country-specific studies while highlighting underrepresented cross-national synergies for sustainable development then the CBE’s promise will be attained, with equitable, competency-driven education and advance long-term sustainable development.

Artificial Intelligence Governance in Higher Education: Exploring Regulatory Awareness of Postgraduate Researchers in Uganda

Mary Basaasa Muhenda — 2026-02-05

Artificial intelligence (AI) tools have become essential in postgraduate research, but higher education institutions (HEIs) are not adequately aligned with regulations and prepared for governance. Through an online survey of postgraduate researchers and semi-structured interviews with lecturers and institutional managers, this study explored AI governance in higher education, focusing on postgraduate researchers' regulatory awareness at Uganda Management Institute (UMI). The study primarily employs a qualitative, exploratory approach. Findings reveal that postgraduate researchers at UMI have limited knowledge of AI laws, ethics, and governance, yet they frequently utilise AI tools to enhance their academic writing. For most, AI governance is primarily viewed as a means to address plagiarism. Awareness of AI regulations among postgraduate researchers is low; however, there is a strong interest in AI regulation to establish legitimacy and support postgraduate research. Concerns regarding scholarly autonomy, workload, and institutional reputation also heavily influence opinions. There is an underlying belief that AI is mainly an institutional policy and management issue rather than just a matter of individual compliance. Clear institutional policies on AI governance encompass leadership, training, and infrastructure. The use of AI in postgraduate education is viewed as an institutional and policy issue, not simply a personal one. The study further indicates that some AI-related problems in postgraduate education originate from the Institute and its governance, rather than from AI or technology itself. This represents a significant shift in perspective, with important implications for policy and practice in higher education. Ultimately, this study underscores how AI in research can be effectively managed within HEIs to maintain research quality and public trust, providing valuable insights for higher education leadership and policy.

Competence-Based Curriculum Implementation in Rwandan Secondary Schools: Practices, Influencing Factors, and Supporting Initiatives

Ndacyayisenga Jean Claude Yvan — 2026-02-05

In the era of the 21st century, the introduction of CBC within secondary education is essential for cultivating able and skilled students who can thrive in the knowledge-based economy and continue their studies with confidence at universities or polytechnic levels. The Competence-Based Curriculum (CBC) was introduced in 2016, but little is known about how it is being implemented in secondary schools. Using a predetermined review protocol, a systematic literature review was conducted to better understand how a CBC is being implemented in secondary schools, to identify the factors that affect the implementation of the CBC in secondary schools, and explore the government and international efforts to support and enhance the implementation of the CBC in Rwanda. Findings indicate that the implementation of a CBC in secondary schools in Rwanda has a strong positive impact on students’ learning and acquisition of practical knowledge. Students are motivated and eager to develop the necessary competencies that are aligned with the 21st-century needs that require practical competencies and technological skills to meet digital society’s demands. Key challenges include (1) insufficient training and professional development of teachers, (2) overburdening of teachers due to overcrowded classrooms as a result of inadequate school infrastructure, and (3) lack of enough resources and assessment procedures that are still based on traditional ways of assessing instead of assessing students based on practical competencies. The review concludes that although the challenges remain at levels 2 and 3 of Kirkpatrick’s taxonomy, the findings highlight that CBC in Secondary education is predominantly at level 4 of Kirkpatrick’s taxonomy. Strengthening infrastructure development, training programs, and continuous professional development of teachers and providing leadership training programs for head teachers to enhance teachers’ motivation, commitment, and job satisfaction, are recommended for successful CBC implementation

Visual Arts Practices, Needs, and Challenges in the Implementation of Competence-Based Education in Selected Schools in Mbarara City, Uganda

Dickson Mwesiga — 2026-02-06

Competence-Based Education has emerged as a transformative framework within Uganda’s educational landscape, emphasising practical skills, critical thinking, and learner-centred pedagogies. This research investigated the practices, requirements, and challenges associated with implementing competence-based education in Visual Arts across selected secondary schools in Mbarara City, Uganda. Anchored in Constructivist Learning Theory and the Taba Curriculum Model, the study employed a descriptive cross-sectional design. Semi-structured interviews were conducted with 12 Visual Arts educators, 6 school administrators, and 2 curriculum coordinators from secondary schools in Mbarara City, Southwestern Uganda. Braun and Clarke’s (2006) framework for thematic analysis was employed to investigate classroom, institutional, and curriculum perspectives concerning the implementation of Competence-Based Education (CBE) in Visual Arts. This methodology offered a comprehensive overview of the efforts and experiences of the participants. The findings revealed that although teachers frequently implement project-based and experiential learning strategies aligned with CBE principles, significant gaps persist in professional training, instructional resources, and institutional support. Major challenges identified included insufficient teaching materials, limited opportunities for professional development, large class sizes, and inadequate integration of CBE-aligned assessment strategies. The study concludes that the successful implementation of CBE in Visual Arts education necessitates continuous teacher training, improved resource allocation, and strong policy support. Recommendations entail targeted capacity-building initiatives, the provision of specialised instructional materials, and the establishment of institutional frameworks to monitor and promote the consistent adoption of CBE practices within Visual Arts classrooms.

Educational Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education

Tonny Muzaale — 2026-02-06

This study investigated Instructional Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education. The specific objective was to determine how human, digital/printed, and physical infrastructural resources affect curriculum implementation and to assess the mediating role of instructional adaptability. An explanatory sequential mixed methods design was employed, beginning with a quantitative phase using structured surveys administered to 972 lower secondary school teachers, followed by qualitative interviews to contextualise statistical findings. Quantitative data were analysed using SPSS Version 25, employing descriptive statistics, correlation, hierarchical multiple regression, and mediation analysis through path coefficients and Sobel testing. Results indicated that educational resources significantly predicted curriculum implementation, with human resources having the strongest effect, followed by digital/printed materials, while physical infrastructure showed a smaller, non-significant contribution. Instructional adaptability partially mediated the relationship between educational resources and curriculum implementation, suggesting that resource availability enhances teachers’ adaptive teaching capacities, which in turn improves curriculum fidelity. These findings align with Constructivist and Fidelity of Implementation theories, emphasising that teacher competence and flexibility bridge the gap between policy intentions and classroom realities. The study concludes that the success of CBC implementation depends not only on the adequacy of resources but also on teachers’ ability to adapt instruction to diverse contexts. It recommends that the Ministry of Education increase teacher recruitment and professional development, expand equitable access to digital and printed learning resources, and improve infrastructure standards through collaboration with county governments and school boards. Strengthening teacher adaptability through continuous professional learning and targeted policy support is essential for sustaining effective, learner-centred curriculum implementation across Uganda’s education system.

Enhancing Learner Engagement in Christian Religious Education Through Drama-Based Pedagogy in Suba South Sub-County, Kenya: A 4D Instructional Model

Oyiaga Isaac — 2026-02-11

This study investigated ways in which Drama-Based Pedagogy (DBP) can enhance learner engagement in Christian Religious Education (C.R.E) within a Kenyan secondary school context. Anchored in Vygotsky’s sociocultural theory, the research addressed challenges of declining performance and disengagement in C.R.E attributed to traditional, teacher-centred practices. Using qualitative research with action design, two intervention cycles were implemented with 56 Form Two learners and two C.R.E teachers in Suba South Sub-County in Kenya. Data was collected from lesson observations, structured interviews, and focus group discussions. Findings revealed that DBP employing techniques such as role-play, storytelling, and improvisation promoted cognitive, emotional, and behavioural engagement by transforming passive learning into active participation. Learners demonstrated improved comprehension, motivation, collaboration, and moral reasoning, while teachers transitioned into facilitators of knowledge co-construction. From these outcomes, a 4D instructional model, i.e. Discover, Dramatise, Discuss, and Debrief, was developed to structure experiential C.R.E lessons. The framework guided learners from exploration to dramatisation and reflective dialogue, culminating in deep conceptual understanding and real-life application of biblical principles. The study concludes that integrating DBP through the 4D framework fosters meaningful, learner-centred instruction aligned with Kenya’s CBC. It recommends professional development for teachers to build capacity in drama facilitation and reflective pedagogy. This approach provides a replicable model for enhancing engagement and learning outcomes across other humanities subjects.

Effects of Bi-Modal Schoolyard Pedagogy and Gender on Social Process Skills of Preschool Children in Oyo State, Nigeria

Fatimah Zakariyyah, PhD — 2026-02-11

Preschools give the children the opportunity to develop maximally by exploring the benefits of learning during the early years. For these benefits to be maximised, attention should be given to all skills, including social skills. This reality, coupled with the nature of the preschoolers, necessitates the use of pedagogies that encourage learners’ active participation and interaction with the natural environment. This study investigated the effects of bimodal schoolyard pedagogy and gender on social process skills of preschool children in Oyo State, Nigeria. Three (3) hypotheses were formulated to guide the study. This study adopted the pretest-posttest control group quasi-experimental design. The study has a sample size of 113 preschoolers in public schools in Ibadan, Oyo State, while the teachers and research assistants participated in the data collection and instrument administration process. The Social Skills Assessment Rating Scale (SSARS) was used for Data collection. The instrument was rated on 4 4-point Likert Scale. It was validated through experts in the field of early childhood education and related fields of study, with a reliability index of (α = 0.82) using the Cronbach alpha reliability technique. Findings showed no significant main effect of schoolyard pedagogy on social process skills (F (2, 101) = 0.478, P > .05), with the Structured School Yard pedagogy group performing slightly better than the other groups. There was no significant main effect of gender on social process skills, while the interaction effect of treatment and gender was also not significant. It was concluded that Structured Schoolyard Pedagogy could prove helpful in social process skills instruction for the preschoolers. It was recommended among others that teachers, educational administrators, and all stakeholders should therefore work hand in hand to ensure the provision of a good learning environment and explore the potential of the schoolyard as an extension to the classroom.

Influence of Teacher Competence on Pupils’ Academic Achievement in Primary Schools

Obote Alice Lamunu — 2026-02-12

This study examined the impact of teachers’ proficiency on pupils’ academic performance in public primary schools in Gulu City. Using a mixed-methods approach with 210 participants (pupils, teachers, head teachers, and academic heads), data were collected through questionnaires and interviews. Findings indicated that pupils’ performance was moderately better in formative assessments than in summative exams. Teacher proficiency in subject knowledge, classroom management, and social/moral conduct showed strong, significant positive correlations with pupils’ performance. Qualitative results highlighted challenges such as large class sizes, limited resources, inconsistent teaching methods, and low parental involvement. Environmental factors had mixed effects: resources and class location correlated moderately with learning, but overcrowding and inadequate materials negatively affected performance. The study concluded that teacher proficiency significantly influences academic outcomes, and recommended professional development, reduced class sizes, improved resources, and enhanced parental/community involvement to boost pupil achievement in Gulu City’s public primary schools

Examining the Role of Stakeholders’ Engagement on Students’ Enrolment in Technical and Vocational Education and Training Institutions

Gaudence Ongom Latim — 2026-02-12

This study examined the relationship between stakeholder participation and student enrolment in Technical, Vocational Education and Training (TVET) institutions in Gulu City, Uganda. Using a cross-sectional design, data were collected through questionnaires and interviews to assess stakeholder involvement, enrolment rates, and the influence of participation on institutional outcomes. Findings revealed that stakeholder engagement in monitoring, evaluation, and coordination significantly enhances enrolment, program relevance, and institutional performance, though planning was the weakest area, characterised by limited strategic alignment and inadequate data use. While government policies, economic factors, and community involvement influenced enrolment, infrastructure, gender policies, costs, and stigma were less decisive. Management practices, including Management by Objectives (MBO) and Result-Oriented Management (ROM), showed mixed effectiveness, with gaps in funding, staff capacity, and governance limiting their impact. Statistical analysis demonstrated a strong positive relationship between stakeholder participation and enrolment (r = 0.624, p < 0.01), highlighting the importance of meaningful engagement in enhancing institutional attractiveness and responsiveness to labour market needs. The study concludes that structured stakeholder participation is a critical driver of program quality, relevance, and enrolment, and recommends strengthening participatory frameworks, institutionalising data-driven decision-making, increasing industry representation, and building managerial capacity to improve TVET performance and enrolment outcomes

Impact of Problem-Based Learning Teacher Training on Ill-Structured Task Integration and Students’ Outcomes in Mathematics in Ugandan Secondary Schools

Celester Ssali — 2026-02-16

The teaching and learning of mathematics through Problem-based learning (PBL) has been valued internationally as a viable pedagogical approach. Its expected efficiency in developing students’ outcomes and transferable skills has led many nations to consider its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which, to date, have received little research attention. The study aimed to investigate the impact of problem-based learning teacher training on the integration of ill-structured tasks and students’ outcomes in algebra in Ugandan secondary schools. Using a mixed-method design, data were collected from two mathematics teachers who completed a one-week intensive capacity-building workshop and 305 students from four schools in Mityana District, Uganda. Students were divided into experimental (150) and control (155) groups. Data from achievement tests, observations, and interviews were analysed using SPSS for descriptive and inferential statistics, and interviews were analysed thematically, via MAXQDA. Results showed improved instructional practices and problem-solving skills. The study recommended collaboration guidance, curriculum-aligned PBL tasks, and institutional support for effective implementation. The results demonstrate that when teachers receive appropriate training, they can successfully integrate ill-structured PBL tasks into mathematics instruction. The intervention yielded: increased teacher competence in setting inquiry-based, real-world problems, enhanced student engagement and motivation, improved problem-solving performance, reduced teacher dominance, and improved collaborative learning.

Influence of Culture on Married Teachers' Practice of Family Planning in Delta and Edo States, Nigeria

Joy Elohor Ndakara, PhD — 2026-02-16

This research investigated the influence of culture on married teachers' practice of family planning (FP) in Delta and Edo States. The study adopted the correlational survey design. The research question was raised and answered, and a hypothesis was tested. The population comprised 20,038 married teachers, out of which 2,003, representing 10% of the total population (1,242 and 761 from Delta and Edo States, respectively), were sampled using a stratified proportional random sampling method. The research was conducted in 722 government secondary schools (463 and 259 schools from Delta and Edo States, respectively). Research instruments used were questionnaires, which was validated based on experts' judgement, while Cronbach's Alpha Coefficient was adopted to ascertain the instrument's reliability, with a reliability index of 0.91 achieved. Internal consistency dependability values for culture and FP were 0.89 (P<0.5) and 0.91 (P<0.5), respectively, which confirmed the instrument’s reliability and validity for the study. The administration and retrieval of questionnaire copies was achieved through field assistants for one month period. Data analysis involved correlation coefficient co-determination to answer the research question raised, while linear regression statistics was used to test the stated hypothesis. Findings showed that the computed F-value of 4.43 at P (0.04) < 0.05 level of confidence is significant. Therefore, the culture of married teachers and their attitudes towards FP are positively and significantly related at a 0.05 confidence level. Since the culture of married teachers has an influence on their choice of practising FP and birth control, more enlightenment and awareness campaigns are recommended to further inform the people on the dangers and probable risks of aligning with the culture than the associated implications of bearing children without control

Role of Emotional Intelligence on Favourable Classroom Environments in Higher Education: A Descriptive Study of Educators’ Emotional Self-Awareness in Tanzania

Eliatosha Moses Mbwambo — 2026-02-17

The study aimed to examine the role of emotional intelligence on favourable classroom environments, specifically focusing on the educators’ self-awareness. Employing a descriptive design with an online survey, the study utilised a convenience-sampling technique. Final sample included 330 participants: 30 educators (61% from government institutions and 39% from private institutions) and 300 students (67% from government institutions and 33% from private institutions) across Tanzania. Findings exposed that 63% of educators admitted strong emotional awareness, while 37% struggled. Students’ perceptions varied, with 48% recognizing their educators’ emotional awareness and 52% struggling. Regarding emotional responsibility, 80% of educators admitted accountable for their emotions. Students’ evaluations showed similar trends, with 61% perceiving their educators responsible and 39% observed externalization of blame for their emotions. Furthermore, 87% of educators admitted to creating favourable classroom environments; nevertheless, students showed divided experiences, with 49% experiencing favourable and 51% unfavorable environments. The study recommends professional development training to strengthen educators’ emotional intelligence, establish feedback mechanisms by students on educators, counselling and mentoring services alongside institutional policies embedding emotional intelligence as an educator standard. This study carries implications for policy and practice, emphasising capacity building and strategies to balance emotional intelligence with s’ expertise in Tanzanian higher education.

Incentives as Drivers of Pedagogical Innovation in Higher Education: Evidence from Uganda

Daisy Aliwaru — 2026-02-18

Pedagogical innovation has become a central concern for higher education institutions seeking to enhance teaching quality and graduate relevance amid increasing financial and managerial pressures. In Uganda, universities operate under contrasting public and private governance and funding regimes, yet empirical evidence on how incentive structures influence pedagogical innovation remains limited. Guided by the objective of determining the effect of incentives on pedagogical innovations in education at Muni University and Uganda Christian University, this study examined how institutional incentives shape innovative teaching practices across public and private university contexts. The study adopted a correlational research design within an explanatory sequential mixed-methods approach. Quantitative data were collected first using structured questionnaires administered to a stratified random sample of 222 academic staff, including professors, senior lecturers, heads of departments, and faculty deans drawn from the two universities. This was followed by qualitative data collection through semi-structured interviews, focus group discussions, and unstructured observations to contextualise and explain quantitative patterns. Quantitative data were analysed using SPSS version 27, employing descriptive statistics and inferential techniques, including chi-square tests, logistic regression, and multilevel modelling. Qualitative data were thematically analysed using ATLAS.ti 9, and findings from both strands were integrated through triangulation. Quantitative results revealed a statistically significant positive relationship between incentives and pedagogical innovation (χ² = 18.64, p < .001). Logistic regression analysis indicated that academic staff who reported access to structured incentives were over twice as likely to adopt innovative pedagogical practices (OR = 2.31). Mean scores for pedagogical innovation were higher at the private university (M = 4.02, SD = 0.61) than at the public university (M = 3.47, SD = 0.68), reflecting institutional differences in incentive flexibility. Qualitative findings further demonstrated that while financial incentives mattered, recognition, professional development opportunities, and supportive leadership were equally influential in shaping innovative teaching. The study concludes that incentives are significant drivers of pedagogical innovation, though their effectiveness is mediated by institutional context. It recommends that Ugandan universities adopt balanced incentive frameworks that combine material and non-material rewards, supported by coherent management strategies and policy alignment to sustain pedagogical innovation across both public and private institutions.

Enhancing Opportunities for Out-of-School Girls and Young Women through Secondary Education: Insights from SEQUIP

Edina Msonge — 2026-02-19

This study examined the empowerment of out-of-school girls and young women in secondary education via the Secondary Education Quality Improvement Programme (SEQUIP) in Shinyanga Region. The study was conducted from June 2023 to March 2024, guided by the Humanist Learning Theory, the first proponents of which are Carl Rogers, Malcolm Knowles, and Arthur Combs. Using a qualitative research approach and a case study design, the study involved 30 out-of-school girls and young women supported by SEQUIP. Data were collected using document reviews and focus group discussions (FGDs) and were analysed thematically. The findings of this study indicated that SEQUIP has significantly supported these girls by giving them secondary education and enabling them to join different colleges. However, challenges such as domestic responsibilities, long travel distances, lack of parental support, and feelings of shyness continue to hinder their educational progress. The study concludes that SEQUIP plays a vital role in reintegrating girls and young women who have interrupted their education, and it recommends that parents and communities should support these girls and young women in joining SEQUIP-affiliated centres for free secondary education. Additionally, the study recommends further improvements in SEQUIP services, including enhanced accommodation for students who travel long distances, are necessary.

The Influence of School Disability Policies in the Implementation of Educational Interventions for Children with Disabilities in Inclusive Public Primary Schools of Greater Bushenyi

Madelean Ahereza — 2026-02-20

Inclusive education policies are essential for promoting the rights, access, and educational participation of children with disabilities. International and regional frameworks, including the UN Convention on the Rights of Persons with Disabilities and African inclusive education initiatives, emphasise the role of school disability policies in guiding educational interventions. However, evidence from global, African, and Ugandan contexts shows that policy existence alone does not guarantee effective interventions or improved learner outcomes. This thematic literature review examines how school disability policies influence the implementation of educational interventions for children with disabilities in inclusive public primary schools of Greater Bushenyi, Uganda. Using a qualitative thematic review design, the study synthesises literature from international conventions, continental and regional policy frameworks, and empirical studies in Africa, East Africa, and Uganda. Key themes include the policy and practice gap, teacher capacity and attitudes, resource and infrastructure constraints, and socio-cultural influences on policy implementation. Findings suggest that effective translation of policy into practice requires strengthened school-level mechanisms, teacher professional development, adequate resourcing, and alignment with local realities to improve learning outcomes for children with disabilities.

Contextualising Gender-Responsive Pedagogy in the Home-based Model to Increase Participation of Fathers in Childcare in Uganda, Ghana and Liberia

Godfrey Ejuu — 2026-02-23

Gender Equity and Inclusion has become a cornerstone for the provision of services to people who deserve it, irrespective of their condition and status in society. This paper highlights the challenges that gender implementers have to deal with and shows some opportunities that have been used to support the implementation of gender equity and inclusion activities. This study is based on Julian Steward’s (1955) eco-cultural theory, which explains how cultural practices and beliefs shape people’s adaptation to their physical and social environment. This qualitative study used ethnographic methodology to interact with communities and learned from them in their settings. Findings show that men and women do what they do due to different factors. While men want to actively participate in childcare activities, their mothers become their most challenging factor. Peer pressure also becomes another strong factor, while the role of older men gets stronger in public but is more relegated in private. In conclusion, marginalised communities that stay in deep rural parts of Africa, where there are limited opportunities for anyone to deliver gender equity and inclusion activities, home-based early learning initiatives have become one way of reaching such communities. For the case of women who may have been sidelined by the nature of being women and deep-rooted gender stereotypes, promoting gender equity and inclusion gives them shared control of resources and decision-making. Culturally appropriate gender responsive activities help to unpack social inequalities, providing space for women and men to gain their fundamental right to contribute more fully to their communities and economies. It is recommended that listening to both genders and the reasons for doing what they are doing in public that contradict what they do in private, is key to understanding their perspective.

A Systematic Review of Academic Integrity and Respectful Interactions in Higher Education Institutions: Leadership, Systems, and AI Governance

Geoffrey Angela — 2026-02-24

Academic integrity and respectful interactions are vital components for effective higher education systems. Integrity now extends beyond simply preventing cheating and plagiarism; it increasingly encompasses human rights, labour rights, corporate social responsibility, anti-corruption efforts, and non-discrimination in education, linking honesty to the fair and respectful treatment of all community members. Objectives: This study aims to synthesise contemporary research on university integrity systems, ethical and socially responsible leadership, collaborative relationships, classroom communication, and AI governance to develop a more comprehensive understanding of integrity in higher education. Methods: A narrative literature review was conducted, analysing recent empirical and conceptual studies on institutional integrity frameworks, leadership practices, classroom interactions, and emerging AI governance policies in African and European higher education contexts. Results: Multi-level integrity frameworks emphasise transparent policies, effective communication, confidential reporting, and fair, consistent disciplinary procedures, while clearly assigning responsibilities to students, teachers, administrators, and external stakeholders. Ethical and socially responsible leaders enhance academic performance, legitimacy, and institutional reputation by fostering cultures of fairness, respect, transparency, open communication, and psychological safety, supported by intangible exchanges such as trust, recognition, and support. Incorporating ethics and morality into classroom communication, alongside faculty modelling of honesty, fairness, responsibility, respect, and trust, influences students’ ethical behaviour and fosters fair, empathetic, and respectful learning environments. Emerging AI governance frameworks in African and European contexts prioritise academic integrity, responsible usage, transparent communication, and human judgment, aiming to align technological innovation with ethical and respectful treatment of learners and staff. Discussion: Overall, the literature portrays academic integrity and respectful engagement as mutually reinforcing, multi-level phenomena that require aligned policies, leadership, relationships, pedagogies, and AI frameworks. These findings suggest that integrity should be viewed as an institutional ecosystem rather than a narrow focus on student misconduct. Recommendations: Higher education institutions should strengthen multi-level integrity systems, invest in the development of ethical and socially responsible leadership, embed explicit ethics and integrity education into curricula and classroom interactions, and adopt transparent AI governance frameworks that prioritise human judgment, fairness, and respect. Areas for Future Studies: Further longitudinal and intervention-based research is necessary to test, refine, and embed holistic integrity frameworks in practice, with particular attention to the long-term effects of leadership, classroom communication, and AI governance on the cultivation of cultures of academic integrity.

Challenges and Prospects to Implementation of E-Learning Midwifery Curriculum in Uganda

Kenneth Bigabwa — 2026-02-24

Background: Uganda's Ministry of Education and Sports, through the Business, Technical, Vocational Education and Training Directorate, is committed to using the e-learning approach to train midwives in Uganda. This study aimed to assess challenges and prospects for implementing an e-learning curriculum in Uganda and propose approaches for effective implementation. Methods: A convergent mixed methods research design and pragmatism paradigm was employed to survey 12 Ugandan Nursing and Midwifery Training Institutions, 52 Health Tutors, 11 Principals, and 152 students enrolled in an e-learning midwifery program. The study objective was to determine student-related challenges to the implementation of e-learning midwifery curriculum in Nursing and Midwifery training institutions in Uganda. The study was based on the Technology Acceptance Model (TAM) and data collection utilised questionnaires, interview guides and checklists. Data analysis employed SPSS (21.0) to generate descriptive statistics (percentage and frequency) for the study variables. Results: The study discovered that 40% of respondents disagreed with students possessing the necessary ICT skills, proving digital literacy as a significant challenge. Only 29% of respondents believed that prior ICT knowledge was considered in admissions, suggesting inadequate preparedness of students for e-learning. On a positive note, 58% of students displayed good communication and teamwork skills, with 60% exhibiting self-motivation and discipline. Concealed enrollment by trainees from employers to avoid conflicts and loss of jobs over study time reduced their ability to attend face-to-face sessions and fully participate in learning activities. Conclusion/Recommendations: Lack of digital literacy and prior ICT skills negatively affect the e-learning midwifery curriculum, while student self-motivation can enhance its implementation. Knowledge of ICT being a prerequisite for admission into e-learning programs, compulsory ICT training programs, establishing relevant policy guidelines, leveraging on students’ self-motivation, teamwork, and a positive attitude towards e-learning can guarantee efficient and effective e-learning midwifery curriculum implementation in Uganda. Engage employers to support study leave and workplace flexibility.

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary

Karakacha Lilian Akello — 2026-02-27

In the current digital age, teacher competency in the use of digital technology is essential. Therefore, this paper aimed to examine teachers’ digital skills and teaching and learning of mathematics activities in lower primary schools in Kanduyi Sub-County. The study adopted a mixed-methods approach, guided by a descriptive survey research design. The target population comprised 92 public primary school head teachers and 631 Grade 1–3 teachers. Using Yamane’s formula, a sample of 23 head teachers and 235 teachers was drawn through simple random sampling. Data collection tools included structured questionnaires and interviews. Qualitative data were analysed thematically in line with the study objectives and presented narratively, while quantitative data were processed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS Version 24). Data were analysed using frequencies, percentages, means, standard deviations, and correlation analysis. The study found that the level of teacher digital literacy skills on the Teaching of Mathematics in lower primary was at an average level (mean=3.29). Most teachers had higher capabilities to share information on mathematics activities through various digital platforms. However, research findings showed that most teachers in Kanduyi Sub-County lower primary school classes had lower literacy skills in using spreadsheets (for example, Ms Excel). The result revealed that the capacity of teachers to conduct digital classes was at a moderate level in most schools. Correlation statistics showed the existence of an average degree of correlation between teachers' digital literacy skills and mathematics learning activities in lower primary school. The paper recommends that there is a need for school management to consider sponsoring teachers to undergo continuous professional development training on digital literacy skills to enable them to acquire the necessary skills on how to operate and use the devices in classroom learning.

Academic Registry Records Management and Related Policies in African Higher Education Institutions: An Empirical Review

Geoffrey Angela — 2026-02-27

Academic Registries in African Higher Education Institutions are central to admissions, enrolment, progression, graduation, and the integrity of educational records. However, they operate within uneven policy frameworks and resource-constrained environments. This empirical review synthesises findings from recent studies on records and registry management across African Universities to examine how Academic Registries manage student records, the extent and nature of guiding policies, and the organisational, technological, and human factors shaping practice. Evidence shows that while many institutions have developed record-keeping systems and, in some cases, formal records or registry policies, implementation is often weak, fragmented, or inconsistently applied across units, with limited national-level policy direction in several countries. Digitalisation of academic records has improved efficiency and accessibility, where adequately resourced. Still, progress is hampered by obsolete filing systems, inadequate ICT infrastructure, security and privacy concerns, and shortages of trained records personnel. Registry performance is further constrained by understaffing, insufficient professional development, and bureaucratic bottlenecks, which collectively undermine timely decision-making, student services, and institutional effectiveness. At the same time, robust records and registry practices are consistently associated with better administrative performance, organisational effectiveness, and institutional reputation, highlighting their strategic importance for quality assurance and governance. The review argues for comprehensive, context-sensitive academic registry and records management policies that clearly define roles, standards, and procedures across the records lifecycle, supported by adequate resources, capacity building, and integrated digital systems. It concludes with recommendations for harmonising institutional and national policy directives, strengthening accountability mechanisms, and pursuing further empirical research, particularly longitudinal and comparative studies on policy implementation and its impact on registry effectiveness and student outcomes in African higher education.

Effectiveness of Suggestopedia in Enhancing English Language Learning in Secondary Schools: Evidence from GS Kamabare, Rwanda

Ndirishye Jean Baptiste — 2026-02-27

This study examined the effectiveness of Suggestopedia as a language teaching technique in enhancing English language learning in secondary schools, with a case study of GS Kamabare in Bugesera District, Rwanda, as a case study. The study aimed to investigate the application of Suggestopedia in English instruction, its impact on students’ speaking and writing skills, and its influence on learner engagement and comprehension. A descriptive research design was applied, targeting a population of 300 school administrators, teachers, and students. Using purposive and simple random sampling techniques, a sample of 74 participants was selected. Data were collected using questionnaires, structured interviews, and analysed through descriptive statistics. The findings indicated that Suggestopedia was implemented through positive suggestion, motivation, drama, and role play, which contributed to a relaxed and supportive classroom environment. The results further revealed that the use of Suggestopedia positively influenced students’ English performance, particularly in speaking and writing skills, while also improving listening abilities and overall classroom engagement. Both teachers and students reported increased enjoyment and reduced anxiety during English lessons. The study concluded that Suggestopedia is an effective teaching technique for improving English language learning outcomes in secondary schools. It recommended professional development programs, including workshops and seminars, to enhance teachers’ competence in applying Suggestopedia and to promote learner-centered method and motivating classroom environments

The Impact of Punctuation Markers in English Academic Writings Among Undergraduate Students in Tanzanian Universities

Triphonius Lissu — 2026-02-27

Proper punctuation is critical for ensuring clarity and precision in academic writing. Punctuation errors, such as missing quotation marks, commas, and semicolons, as well as grammatical issues, can lead to misinterpretation of meaning. In some students’ works reviewed, the use of quotation marks was uncommon. The purpose of this paper is to examine the impact of errors made in English language Academic writing that are caused by incorrect or a lack of punctuation markers in Academic writing among Undergraduate University students. One University in Tanzania (labelled as University AII) was made a case study, of which interviews and library research through revisiting their field reports were consulted. The findings indicate that students lack clear sentence construction, which is a fundamental skill in academic writing to ensure that the intended message is not missed. However, these unclear sentences, resulting from poor sentence structure, missing articles, grammatical errors, or over-complication, hinder comprehension. Students’ improper use of punctuation and pronunciation can undermine the clarity and precision required for effective academic writing and communication, which is crucial for success in higher education. Although punctuation markers are a fundamental component of academic writing, many students continue to face difficulties in applying this skill consistently. The paper concludes on the need for teaching punctuation markers not only at earlier stages of education, such as primary and secondary levels, but also at the university level in the English communication skill courses in order to mitigate this state of affairs.