Browsing by Author "Ahabwe, Emmanuel"

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    Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
    (East African Journal of Education Studies, 2024) Musinguzi, Alexson Bukenyo; Aheisibwe, Irene; Ahabwe, Emmanuel
    Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self-awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self-awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self-awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home
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    The effect of Guidance and Counselling on Students’ Discipline in Secondary Schools of Ruhinda North, Mitooma District, Uganda
    (East African Journal of Education Studies, 2022) Korugyendo, Placidia; Kintu, Denis; Ahabwe, Emmanuel
    Stakeholders are concerned about students’ indiscipline in secondary schools of Ruhinda North, Mitooma District, Uganda. The study assessed the effectiveness of guidance and counselling in promotion of discipline of learners in secondary schools of Ruhinda North, Mitooma District, Uganda. The study used descriptive research where both quantitative (questionnaires), and qualitative (interviews) approaches were used during. A total of 234 who were drawn from 600. The study findings revealed that major causes of students’ indiscipline in secondary schools of Ruhinda North , Mitooma District include; incompetent leadership, poor teaching by some teachers, poor feeding practices, and too much freedom in schools. The study findings showed that counsellors collect and keep up to dated students’ records, Counsellors disseminate vital information concerning academics to students, schools have well-furnished offices and rooms to carry out guidance and counselling activities and there is the proper motivation of students from the school administration during guidance and counselling sessions. The results indicated that guidance and counselling is statistically significant related to discipline of students in secondary schools of Ruhinda North, Mitooma District (r=0.159, P = 0.024 < 0.05). It was concluded the major causes of students’ indiscipline in secondary schools in Ruhinda North, Mitooma District were; poor leadership, poor teaching methods, absenteeism of teachers, and poor feeding practices. It was also concluded that there was effective guidance and counselling. Guidance and counselling have a positive influence on students’ discipline. Therefore, effective guidance and counselling promote students’ discipline. It was recommended that Ministry of Education should put more efforts towards ensuring acceptable moral training among students.