Browsing by Author "Akena Adyanga, Francis"

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    Financial Inclusion and Access to Higher Education An Empirical Study of Selected Districts in Eastern Uganda
    (European Journal of Business and Management, 2020) Eton, Marus; Poro, Sammy Godfrey; Sekiwu, Denis; Mwosi, Fabian; Akena Adyanga, Francis
    Access to higher education has continuously been a challenge in Uganda. The research brought out the relationship between financial inclusion and access to higher education. Descriptive survey research design was adopted and the findings established that digital financing eases making deposits in banks, transacting via mobile money and switching from one bank to the other. Students find it easy to deposit tuition in the bank just as they find it easy to access money via mobile money. While financial inclusion makes financial services available in the economy, students, especially those from low-income families find difficulty accessing a wider range of these products, which hinders their access to higher education. The study also establishes that a good number of students fail to meet admission requirements. Since students from low-income families attend high schools of low quality, they have insufficient understanding of some subjects, and thus unable to join higher education. Online registration and payment, students’ decision not to join, peer influence, and rigidity of university programs; are deeply flawed to limit accessing higher education. However, financial services remain accessible to rich individuals who demonstrate ability to pay. The study recommends that the government of Uganda through the concerned ministry should review the implementation of their policies on Students loan scheme and district quota systems. The government should always publish the lists of students admitted to higher education institutions in popular media and newspapers to create awareness to those being admitted to particular institutions.
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    Gender and performance disparity in mathematics: A study of South Western Uganda
    (African Educational Research Journal, 2020) Musimenta, Amos; Akena Adyanga, Francis; Sekiwu, Denis
    Gender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students’ performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a ‘weaker sex’ and hence likely to embrace subjects that are considered ‘soft’ such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.