Browsing by Author "Oriangi,George"

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    Modelling Academic Performance in Science-Based Subjects in Primary Schools in Uganda
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023) Wafula, Alfred; Oriangi,George; Odama,Stephene; Ologe,Daniel Ochieng
    Poor academic performance in science subjects continues to be a major setback in schools of developing countries, despite several interventions to curb the vice. This study investigated the trend in academic performance in mathematics and integrated science in Kigumba town council in Kiryandongo district in Uganda. It used a retrospective cohort analysis design of 8 government-aided and privately funded primary schools while employing documentary analysis to obtain primary leaving examinations (PLE) results. PLE data obtained using documentary analysis was subjected to trend analysis to determine trends in pupils’ performance in the last decade. The findings indicate that performance in mathematics and integrated science in private schools was better than that in government schools over the last decade. In conclusion, teachers in Ugandan government primary schools need to be more committed to teaching mathematics and integrated science so as to improve the academic performance of pupils. In turn, the government and other stakeholders need to provide the necessary prerequisites to enable the teachers to do their work effectively.
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    Modelling Academic Performance in Science-Based Subjects in Primary Schools Using Elements of Teacher Preparation in Uganda
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023-05-16) Wafula,Alfred; Oriangi,George; Odama,; Ofoyuru,Denis Thadeus; Ogwang,Henry; Ologe,Daniel Ochieng
    Low academic performance in science subjects has continued to characterise primary education in sub–Saharan Africa, despite several interventions by stakeholders. This study investigated the influence of teachers’ preparation for teaching and learning on pupils’ academic performance in mathematics and integrated science in Kigumba town council in Uganda. It used a cross-sectional survey design with a sample size of 180 teachers and pupils from both government-aided and privately funded schools. Interviews were used to collect data. Descriptive statistics was used to determine teachers’ level of preparation for teaching and learners’ level of academic performance, while a regression model was used to establish the influence of teacher’s preparation on pupils’ academic performance. Findings indicate that teachers’ level of preparation was generally good and significantly (P<0.05) influenced by their teaching experience and access to insurance. Furthermore, academic performance in mathematics and integrated science was significantly influenced by teacher preparation (P<0.05) arising from lesson planning, updating learners’ discipline records, and creativity. In conclusion, teachers need to continue being creative, planning lessons on a daily basis, and updating learners’ discipline records in order to improve pupil performance. In turn, the government needs to provide teachers with insurance coverage, e.g., health insurance, in order to free more of their time for lesson preparation. The study informs education and economic planning policies.
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    Modelling Transformation of Communities by Public Universities in Post Conflict Northern Uganda Using Economic and Demographic factors
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-07-02) Adebua,Asaf; Oriangi,George; Abola,Benard; Amone,Charles; Ezati,Betty Akullu
    Scarcity of knowledge exists on how economic and demographic factors of surrounding communities influence the capacity of universities to transformthem. This study examines the dimensions that contribute to community transformation in the context of the community surrounding Gulu University in post-conflict northern Uganda and the economic and demographic factors of the surrounding community that influence their transformation by Gulu University. The study employed a cross-sectional research design with a sampleof 390 households. Self-administered questionnaires were used to collect dataon household economic and demographic factors and data on dimensions ofcommunity transformation. Principal component analysis (PCA) was used todetermine the contributions of the dimensions of community transformation, while logistic regression model was employed to determine economic and demographic factors that influence community transformation by Gulu University. The independent variables tested in the economic and demographic categories included age, gender, household size, occupation, alternative income, savings, credit, remittances, and education, while transformation formed the dependent variable. Findings revealed that the economic, physical, political and spiritual dimensions contribute more to the transformation of the community surrounding Gulu University, while the economic and demographic factors that had a significant influence on community transformation included occupation in civil service, business, and commercial farming (P=.004); and thelevel of education (P=0.044). The study concludes that the economic, physical, political and spiritual dimensions with their associated variables contributed more to community transformation. These can be used by other related studies to measure community transformation by universities in the context of developing countries. Furthermore, policies need to focus more on supporting the improvement of the business environment to promote commercial farming and university education since they have a higher multiplier effect on community transformation. Consequently, community members need to focus on business, harness commercial farming and achieve university level of education.
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    The Dynamics of Post-Conflict Reintegration: Experience from Gulu, Jigjiga, and Jos Cities
    (Urban Forum-Springer, 2025-11-21) Tafa Asebe, Amenu,; Oriangi,George; Alaci, Davidson
    Abstract Various forms of conflict and displacement are increasingly shaping urban Africa. Although many studies have focused on the causes and consequences of conflicts, ittle is known about the urban conflict resilience and re-integration of conflict induced displacements. Situated within the expanding literature on urban peace building, this article explores how people reintegrate and manage the uncertainties caused by conflicts in the urban Africa. Using a qualitative method, it comparatively studied three cities: Jigjiga in Ethiopia, Gulu in Uganda, and Jos in Nigeria. The results show thatamidst the emerging urbanization of violence, various forms of social capital play a critical role in mitigating the uncertainty caused by violence and displacement. Religious capital, residence-based, clan and ethnic networks facilitated the integration of migrants, IDPs and refugees and supported them to reintegrate and reclaim lost properties and places faster. Women and youth led vigilantism efforts that served as informal governance mechanisms and community watchdogs have been part of the key tool for the governance of urban conflict. The study shows the growing urbanization of humanitarian and community-basedassociation following the urbanizing conflicts. Although formal government instiutions contribute, affected populations tend to place greater trust in their social networks during times of crisis to survive or reintegrate. But some of the existing social capital operated within homogenous groups, fostering bonding rather than bridging across religious and ethnic divides. This led to increased segregation and heightened mistrust among urban residents.