Hands-on Learning and Students' Community Engagement Practices: A case of Secondary Schools in Gulu City, Uganda.
No Thumbnail Available
Date
2026-10-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
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.
Description
Keywords
Hands-on Learning, Students’ Community Engagement Practices, Secondary Schools, Gulu City
Citation
Oyella Gloria (2026), Hands-on Learning and Students' Community Engagement Practices: A case of Secondary Schools in Gulu City, Uganda.