Browsing by Author "Barigye, Enoch"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Impact of Cultural Attachment on Intention to Drop Out of School in Public Primary Schools: A Cross-sectional Study Kazo district, Uganda
    (2022) Agume, Robert; Barigye, Enoch; Aheisibwe, Irene
    Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primary seven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount.
  • Thumbnail Image
    Item
    The Relationship between Appraisal Practices and Teachers’ Instructional Delivery Methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda
    (East African Journal of Education Studies, 2022) Kyasimire, Prudence; Aheisibwe, Irene; Barigye, Enoch
    The study established the relationship between appraisal practices and teachers’ instructional delivery methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda. A descriptive survey design was adopted. The target population of this study comprised of head teachers, teachers in the Primary schools and inspector of schools in Isingiro north constituency. Questionnaires were used to collect data from respondents. The results indicated that there was a positive statistically significant relationship between appraisal practices and teachers’ instructional delivery method (The p =0.000<0.01). It was concluded that there was a positive significant relationship between appraisal practices and teachers’ instructional delivery. It was recommended that the ministry of education should enhance goal setting practices and link attainment of goals with rewards to continue improving the teachers’ instruction delivery in primary schools. Head teachers should provide regular and timely feedback to teachers. Head teachers should ensure that performance feedback is free from errors based on personal bias like stereotyping to have positive effect on instruction delivery