Theses and Dissertations

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Traditional Gender Roles and the Management Performance of Female head Teachers of Primary Schools in Gulu District
(Gulu University, 2008) Adimola, Amongi Margaret
EDUCATION SYSTEM AND SUSTAINABLE PEACE BUILDING IN THE TRANSITIONAL POST CONFLICT ERA: CASE OF KITGUM TOWN COUNCIL
(Gulu University, 2013) Kibwota Richard Okidi
Most countries in the world are always faced with issues of sustainable peace building after the end of conflicts. One area that can provide a good medium for propagating sustainable peace building in a transitional post conflict area is the education system. The values of sustainable peace that includes respect for human rights, holistic development, post-conflict recovery and poverty eradication initiatives, citizenship and patriotism can all be embedded in the policy, curriculum and content of the education system. This study, carried out in the transitional post-conflict area of Kitgum Town Council sought to examine the interplay between education and sustainable peace building in a post conflict setting. Through a cross-sectional survey research design, the study findings identified indicators of sustainable peacebuilding evident in the education system, including strategies for embedding peacebuilding both in the formal and informal education mechanism, and in service delivery and poverty action programs. However, these initiatives are lacking in focus, and are undermined by corruption, political mechanisms and governance challenges. The study recommends the use of a rights-based approach to enhance good governance to promote transparency, and to focus on the effective use of the formal and informal education systems as vehicles for change, improving community perceptions of peace as a public good, and for the attainment of sustainable peace as a collective responsibility.
Quality Benchmarks and the Management of Massification in Science-Based Faculties at Gulu University
(Gulu University, 2014-01) Lam-Lagoro James
The study addressed the management of massification in the Science-based Faculties at Gulu University guided by the National Council for Higher Education Quality Benchmarks. The study used the single-case study and parallel sample cross-sectional survey design. It covered three science-based departments: Human Anatomy, Computer Science and Bio-Systems Engineering. 294 respondents participated in the study out of the 417 targeted. The sampling techniques used were purposive, random and stratified. Data collection instruments included closed ended structured questionnaires, oral interview schedules, direct observation guide, focus group discussion guides and the archival record guides. Raw data was presented and analyzed by use of descriptive statistics. Major findings indicated that the science-based faculties at Gulu University are experiencing massification: Increasing students’ enrolment against insufficient educational resources, inadequate and un-customized infrastructure, large students to lecturer ratio and unplanned diversification of programmes. In light of the findings therefore, the study recommends that Science-based faculties at Gulu University should draw their development plans mindful of the National Council for Higher Education’s (NCHE) quality standards in order to address massification tendencies in the University. It further recommended that the University Management must tally students’ enrolment commensurately with improvement in the education resources, facilities and infrastructure. The study suggested that further research needs to be carried out in the Universities, to determine how the challenges posed by massification can be addressed and turned into opportunities. Finally it opined that massification should be studied from the perspective of Corporate Management especially with regards to infrastructural planning, education resource allocation and funding.
RECOVERY OF FRUIT-FEEDING BUTTERFLY COMMlJNITIES IN BlJDONGO FOREST RESERVE, UGANDA
(Gulu University, 2018) Oloya Joseph
The effect of anthropogenic activities on the regeneration of forest structure and recovery of anin1al communities is not well known. This study assessed the recovery pattern of fruit feeding butterflies as bio-indicators of environmental disturbance, after about 72 years of selective logging and arboricide treatment in the Budongo Forest Reserve, Uganda. Butterflies were sampled in four selectively logged forest habitats and one primary forest using white cylindrical traps baited with fermented smashed bananas. Sampling was conducted for five straight days within a week between 0700-1700 hours, for five Months. The study compaired the spatial and temporal variation in butterfly species richness, abundance, diversity and community composition in the five forest compartments and also datamined specialist butterfly species characterizing each of the five. A total of 3, 780 individuals, representing 85 species belonging to three families and 28 generations were recorded. There was significant difference in butterfly abundance and diversity between the five compartments and months of study. However, there were no significant differences in the total species richness among the five compartments. This study found no significant directional patterns in the species density, diversity and abundance of butterflies along the successional gradient (gradation of recovery from the youngest to the oldest logged with respect to the primary forest). Communities of all selected logged compartments differed significantly from each other and from the primary forest. The unlogged primary forest had the highest butterfly indicator species compared to the logged compartments. These results demonstrate that logged forest compartments don't yet provide suitable habitats to fully support butterfly communities like the unlogged primary compartments, highlighting the eminent need to conserve primary forests as a long term conservation strategy for butterfly species.
Career Guidance and Academic Performance in Secondary Schools in Gulu City
(Gulu University, 2023-12-20) Adong G,Monica
Most secondary schools in the City have been registering a decline in the academic performance and inadequate career guidance services could have attributed. The purpose of the study was to investigate career guidance and academic performance in secondary schools in Gulu City with a view to improve on the standards of academic performance in the City. The objectives of the study were: to determine the status of career guidance in secondary schools in Gulu City; to establish the level of academic performance in Secondary Schools in Gulu City and to measure the relationship between career guidance and academic performance in secondary schools in Gulu City. The Cross sectional correlational survey research design which incorporated mixed methods of data collection involving quantitative and qualitative approaches was adopted for this study. A sample size of 113 respondents was selected from a target population of 160 respondents from five (5) accessible schools in Gulu City. Data were collected using self-administered questionnaires and interview guide and analyzed using percentages and Pearson Product Moment Correlations Coefficient. The study found that the status of career guidance was moderate in the selected schools as most of the secondary schools in Gulu City had career guidance functions and the most common ones were career talks, mentorship programs and teachers helping students when making choices of subjects. The study found that the level of academic performance in most schools in Gulu City was only average (50%) as many secondary schools in Gulu City had registered improvement in the grades of students in both UACE and UCE exams in the previous years. The study findings revealed that career guidance had a positive significant influence on academic performance in secondary schools in Gulu City. The study finally concluded that, career guidance practices was paramount in enhancing academic performance in secondary schools provided it was well implemented. It was recommended that there is need for management of secondary schools to put much emphasis on career guidance in order to realize improvement in academic performance in their schools as the study indicated a positive significant relationship between career guidance and students’ academic performance. The study further recommended that more research should be done on challenges faced in conducting career guidance in secondary schools in Uganda.
Adaptive Sports and Enrolment of Learners with Disabilities in the Government aided Primary Schools in Uganda: A Case Study of Aswa County , Gulu District- Uganda
(Gulu University, 2024-09) Ojara Sunday , Braxton
According to Universal Primary Education (UPE) policy (1998), all categories of learners should be enrolled, retained and empowered to complete primary education cycle. Despite the fact that access to education in Uganda has significantly improved over the years, enrolment of learners with disabilities has not been impressive according to National Union of Disabled Persons of Uganda (2018). Objectives: The purpose of the study was to establish the influence of adaptive sports on the enrolment of learners with disabilities in the selected grant aided Primary Schools in Aswa County, Gulu District with the view to improve the enrolment of learners with disabilities in schools. The specific objectives were to investigate die prevalence of adaptive sports interventions for learners with disabilities in Government-aided Primary Schools, establish the rate of enrollment of learners with disabilities in Government aided Primary Schools and to find out the relationship between adaptive sports interventions and enrollment of learners with disabilities in Government aided Primary Schools in Aswa eo.ilty, Oulu District Methodology: The study utilized a cross-sectional study design and comprised of 176 respondents fiom the four Sub-Counties of Gulu District. Data collection was by use o f questionnaires, interviews and documents analysis. Simple random sampling technique, purposive sampling and proportionate sampling were used to obtain the participants. Results: The findings showed that that the influence of adaptive sports interventions and enrolment of learners with disabilities exists but it's not very significant, meaning that there are other factors that influence the enrolment of learners with disabilities other than adaptive sports interventions. Recommendations: The government through the teachers" service commission needs to organize regular triaining programs for all the Head teachers and teachers. Improvement of infrastructure to help the children with disabilities to use these facilitiesnExpansion of adaptive sports by District Local Government to more primary schools in the district, regular refresher courses for teachers, increases the number of teachers, their remunerations, and massive sensitization of the parents and the community. Allocation of enough resources and adequate time for adaptive sports in schools. Suggestion for area of further research Other researchers need to carry out further research to establish the significant factors that influence enrolment of learners with disabilities in combination with adaptive sports.
Participation of Students in Games and Sports and Management of Indiscipline in Secondary Schools in Kitgum Municipality
(Gulu University, 2026) Oyet Nelson Mackenzie
The study was conducted on participation of students in games and sports and management of indiscipline in secondary schools in Kitgum Municipality. Student athletes in Kitgum Municipality were generally seen as being indiscipline; normally normally stirring commotion during games days and even in schools, portraying numerous misconducts; the study aimed to examine how participation of students in games and sports influences management of indiscipline in secondary schools in Kitgum Municipality. The study was conducted using correlation design; data were collected using questionnaires and interviews from 248 participants. Questionnaire data were analysed using descriptive and inferential statistics to determine the level of students’ participation in games and sports and strategies for management of indiscipline of students in games and sports. Objective three was analysed using Pearson correlation. Findings revealed that students generally reported high to very high levels of participation in games and sports activities (Means ranging from 4.25–4.62); football, athletics, field events and volleyball were the most popular and actively promoted sporting activities, while Scrabble received comparatively lower participation. The findings revealed a very high level of implementation of school discipline practices (Means = 4.66–4.77) across the schools studied; The interview results supported the quantitative findings for objectives one and two as most deputies attested to high level of participation in games, and management of Indiscipline in their schools. The correlation analysis revealed that there is a moderate positive relationship between management of indiscipline and students' participation in games and sports (r = 0.548). The study concluded that there is a high level of students' participation in games and sports activities in the secondary schools studied, there is a very high level of school discipline practices in the secondary schools studied and that management of indiscipline has a significant positive relationship with students' participation in games and sports. The study recommended in objective one, that school administrators should sustain and strengthen participation in highly popular sports such as football, athletics, field events and volleyball while deliberately promoting less-participated activities such as scrabble through awareness campaigns, inter-school competitions, provision of equipment and specialised coaching. In objective two, that Secondary school administrators should sustain and strengthen positive discipline practices by ensuring that school rules remain clearly communicated, guidance and counselling services are adequately resourced, reward systems are consistently implemented.
Parenting Styles and Learners’ Discipline in Secondary Schools in Lamwo District
(Gulu University, 2026-08) Okumu, Amose
This study investigated the relationship between parenting styles and learners’ discipline in secondary schools in Lamwo District, guided by three objectives: exploring the parenting styles practiced by parents, determining the status of learners’ discipline, and establishing how parenting styles influence learner discipline. Employing a mixed-methods approach, data were collected from a sample of 264 students using questionnaire and 12 key informants using interview guide, including disciplinary committee Chairpersons, head teachers, and PTA Chairpersons. Quantitative findings indicated that permissive parenting was the most prevalent style (mean = 3.75, SD = 1.035), followed by authoritarian (mean = 3.64, SD = 2.055) and authoritative parenting (mean = 3.59, SD = 1.261), while qualitative data reinforced these results. The study revealed that learners’ discipline remains a pressing challenge, largely influenced by inconsistent parental involvement and the predominance of permissive and authoritarian parenting practices. Correlation analysis demonstrated significant positive relationships between all three parenting styles and learners’ discipline, with permissive parenting style showing the strongest correlation (r = 0.708**, p< 0.01); however, qualitative evidence emphasized authoritative parenting as the most effective in promoting positive learner behaviour. The study concludes that parenting styles significantly affect learner’s discipline which aligns with Bronfenbrenner’s view in his Ecological Systems theory. Recommendations focused on promoting authoritative parenting through community sensitization, increasing parental engagement in school matters, and addressing the adverse impacts of permissive and authoritarian approaches. However, there is still need for further research to explore the complexities of permissive parenting styles and the evolving parenting dynamics to better inform policies and interventions aimed at improving learners’ discipline in Lamwo District.
Community Participation and School Development in Primary Schools in Inomo Sub County,Kwania District
(Gulu University, 2026-09) Otim,Nelson
This study examined the role of community participation in the development of secondary schools in Inomo Sub-County, with specific objectives to assess the level of community participation, evaluate the level of school development, and determine the relationship between the two variables. The study adopted a descriptive cross-sectional survey design using both quantitative and qualitative approaches. Data were collected from a sample of 135 respondents comprising teachers, headteachers and School Management Committee (SMC) members through structured questionnaires and interviews. Descriptive statistics including means, percentages, and standard deviations were used to analyze community participation and school development, while a linear regression model was employed to determine the relationship between them. Findings revealed high levels of community participation, particularly in decision-making, communication, and resource mobilization, although some areas like voluntary support for extracurricular activities were relatively weaker. Similarly, school development was rated high, especially in academic performance and resource availability, despite concerns over infrastructure adequacy. The regression analysis showed a positive and statistically significant relationship between community participation and school development (R² = 0.205, p < 0.001), confirming that increased community involvement contributes to better school outcomes. The study concludes that strengthening community engagement is vital for sustainable school development and recommends more structured participation frameworks at the local level.
Teaching methods and pupils' literacy achievement in primary schools in Laroo pece Division Gulu City
(Gulu University, 2026-10) Dorcas Tulina
The study investigated the influence of teaching methods on pupils’ literacy achievement in primary schools in Laroo-Pece division. The study was guided by the following specific objectives namely, to assess the status of teaching methods in primary schools in Laroo-Pece division, to assess the level of pupils’ literacy achievement in primary schools in Laroo-Pece division and to establish the relationship between teaching methods and pupil’s literacy achievement in primary schools in Laroo-Pece division. The study adopted a mixed methods approach and convergent mixed methods research design. Quantitative and qualitative data was collected using questionnaires and interviews from 479 respondents and participants. Data were analyzed using SPSS version 25.0 and qualitative data were analyzed using thematic analysis. The findings for research question one showed that the status of teaching methods was high while findings for research question two showed that the level of pupils’ literacy achievement was very high in primary schools in Laroo-Pece division and findings for Hypothesis showed that there was a strong positive statistically significant relationship between Teaching methods and Pupils’ literacy Achievement in primary schools in Laroo-Pece Division. It was concluded that teaching methods fundamentally influence Pupils’ literacy achievements in primary schools in Laroo-Pece Division. The study recommended that Ministry of Education and Sports should invest significantly in CPD to improve teaching methods in order to improve literacy achievement in primary schools.
School Governance Practices and Teachers’ Performance in Government-Aided Secondary Schools in Gulu City.
(Gulu University, 2026-10) Acen, Beatrice
The study was conducted on the relationship between school governance practices and teachers’ performance. The study was guided by the following objectives; to assess the level of teachers’ performance in government aided secondary schools, to assess school governance practices in government-aided secondary schools and to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools in Gulu City. Syllabi coverage, planning and preparation, classroom management, teaching and learning, learners’ assessments, time management, content delivery and guidance and counseling sessions denoted and supervising extra -curricular activities denoted the level of teachers’ performance, accountability and oversight, budget approval, monitoring of school activities (teaching and learning, decision making and policy implementation, Annual General Meetings (AGM) and communication and information flow denoted school governance practices. The study was conducted using correlation design; data were collected using questionnaires from 260 respondents. Descriptive statistics was used to determine the level of teachers’ performance and school governance practices respectively. Pearson correlation was used to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools. The findings revealed a high level of teachers’ performance across key dimensions such as instructional planning, curriculum implementation, co-curricular involvement, guidance and counselling, assessment and evaluation, classroom management, time management, and content delivery. The findings indicated that school governance practices; accountability and oversight, instructional monitoring, stakeholder engagement through Annual General Meetings (AGMs) and communication systems in government-aided secondary schools in Gulu City are generally effective and positively perceived by teachers. The findings revealed a moderate positive and statistically significant relationship between school governance practices and teachers’ performancein government-aided secondary schools in Gulu City. The study recommended that school administrators and education stakeholders should strengthen continuous professional development programmes and supportive supervision mechanisms to sustain and further enhance the already high levels of teachers’ job performance, particularly in areas of instructional effectiveness, learner assessment, guidance and counselling, and classroom management, school administrators, Boards of Governors, and other stakeholders should strengthen participatory governance by increasing teacher and stakeholder involvement in budget preparation, policy formulation, and decision implementation processes and that school administrators, Boards of Governors and education authorities should strengthen and institutionalize effective school governance practices, particularly accountability mechanisms, instructional supervision, stakeholder participation and communication systems, as these have been shown to contribute positively to teachers’ job performance.
Peer Collaboration and Students’ Learning Activities in Secondary Schools in Kole District, Uganda
(Gulu University, 2026-10) Okellolira,Humphreys Caesarinous
The study examined the relationship between peer collaboration and students’ learning outcomes in secondary schools in Kole District, Uganda. Specifically, the study sought to establish the level of peer collaboration, assess the status of students’ learning outcomes in relation to subject tests and examinations, continuous assessment records, practical assessments, and project-based assessments, and determine the relationship between peer collaboration and students’ learning outcomes. The study adopted a convergent mixed-methods design within a cross-sectional survey. The study population comprised learners, teachers, and headteachers from selected government-aided secondary schools in Kole District. Three secondary schools were purposively selected. From a population of 1,393 individuals, comprising 1,300 learners, 90 teachers, and three headteachers, a sample of 373 respondents was determined using the Krejcie and Morgan sample-size table. Simple random sampling was used to select 297 learners and 73 teachers, while the three headteachers were purposively selected as key informants. Quantitative data were collected from learners and teachers using structured questionnaires, while qualitative data were obtained through interviews with headteachers and analyzed thematically. The findings indicated that peer collaboration was positively associated with learning activities, particularly through student-to-student interaction, group problem-solving, peer tutoring and scaffolding, and role allocation and participation. Role allocation and participation recorded the strongest positive relationship with learning activities ((r = .701,\ p < .001)), followed by peer tutoring and scaffolding ((r = .662,\ p < .001)), group problem-solving ((r = .595,\ p < .001)), and student-to-student interaction ((r = .344,\ p = .004)). Qualitative findings indicated that teachers facilitated collaboration through group discussions, guided problem-solving, peer assistance, and the assignment and rotation of group responsibilities. However, participation was not always equitable, as some learners were less involved while others relied on more active classmates. Learners and teachers also reported generally favourable experiences concerning classroom engagement, cognitive skill development, perceived academic performance, and reflective learning. Nevertheless, the reported quantitative results did not directly establish students’ performance in subject tests and examinations, continuous assessment records, practical assessments, or project-based assessments. Consequently, the study concludes that peer collaboration was positively and significantly associated with learning activities, but its relationship with the specified learning outcomes requires direct assessment evidence and further statistical analysis. The study recommends strengthening structured peer collaboration, promoting equitable participation, and integrating appropriate assessment records and performance-based measures into school level monitoring of students’ learning outcomes.
Hands-on Learning and Students' Community Engagement Practices: A case of Secondary Schools in Gulu City, Uganda.
(2026-10-22) Oyella Gloria
This study examined the relationship between hands-on learning and students’ community engagement practices in secondary schools in Gulu City, Uganda. The study was guided by three objectives: to examine students’ community engagement practices, to assess the state of hands-on learning activities, and to determine the relationship between hands-on learning and students’ community engagement practices. The study was grounded in Kolb’s Experiential Learning Theory (1984) and employed a convergent parallel mixed-methods design. A sample of 284 respondents comprising 234 students and 50 teachers was drawn from secondary schools in Gulu City. Data were collected using semi structured questionnaires and key informant interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlation mean score, standard deviation, and multiple linear regression, while qualitative data were analyzed using thematic analysis. The findings revealed that students demonstrated high levels of community engagement (µ=4.08, SD=0.81), with environmental activism (µ =4.22) and volunteering (µ =4.23) being the most prevalent dimensions. Handson learning activities showed moderate to high implementation levels (Student µ =3.72, SD=0.85; Teacher µ =4.04, SD=0.79), with games and sports recording the highest mean scores. Pearson correlation analysis revealed significant positive relationships between overall hands-on learning and community engagement (Student r=0.40, p<0.01; Teacher r=0.64, p<0.01). Regression analysis indicated that hands-on learning significantly predicts community engagement practices among students (B=0.145, p=0.020 from student perspective; B=0.479, p<0.001 from teacher perspective). Extraneous variables including teachers’ facilitation, time constraints, school resources, and parental support influenced the relationship. The study concludes that hands-on learning activities significantly influence students’ community engagement practices, but implementation is constrained by resource limitations, time pressures, and inadequate teacher training. The study recommends increased budget allocation for hands-on learning resources, structured teacher professional development, flexible curriculum implementation, and strengthened school-community partnerships.

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