Browsing by Author "Balimutajjo, Sudi"

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    Leveraging Transformative Digitalization Strategies to Enhance Learning at Mountains of the Moon University, Uganda
    (East African Journal of Education Studies, 2025) Kisembo, Maliko; Balimutajjo, Sudi; Kagambe, Edmond; Kasiita, Tawheed; Namubiru, Aisha; Kang’ahi, Maurine
    Mountains of the Moon University (MMU) is transitioning from traditional to modern educational practices to better meet the demands of the digital era. This study explored the implementation of digitalization strategies at MMU, aiming to bridge gaps between conventional methods and technological innovations. A qualitative approach was employed, utilizing semi-structured interviews and focus group discussions with 37 participants, including faculty members, student leaders, and administrative staff. Thematic analysis revealed that while MMU's digitalization efforts, including Learning Management Systems (LMS), online collaboration tools, a technical support desk, and regular blended learning schedules, have facilitated course delivery and virtual discussions, significant challenges remain. Issues such as low internet connectivity, insufficient ICT skills among users, and high data costs continue to impede effective implementation. Despite these barriers, digital tools have positively impacted student engagement and performance. The study recommends enhancing internet infrastructure, boosting digital literacy through targeted training programs, fostering a culture of digital innovation, innovative pedagogical initiatives and expanding blended instruction. Addressing these challenges can help MMU evolve into a dynamic, technology-driven institution, ensuring high-quality education that meets the needs of the digital age
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    Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District
    (East African Journal of Education Studies, 2024) Musiimenta, Frederick; Balimutajjo, Sudi; Arinaitwe, Judith
    The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators