Browsing by Author "Biirah, Judith"

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    Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda
    (East African Journal of Education Studies, 2024) Ndyareeba, Eunice; Biirah, Judith; Kibedi, Henry Kasawo
    Enhancing academic engagement is essential for improving the educational experiences of adolescents. Guided by Social Cognitive Theory, this study explored the relationship between achievement goal orientation and academic engagement among 510 secondary school students in Southwestern Uganda. The study focused on two forms of goal orientation—mastery-approach and performance-approach goals—and examined the mediating and moderating role of academic self-efficacy. The results, derived from self-reported data, indicate that approach achievement goals (mastery and performance) positively predict academic engagement, independently. Moreover, academic self-efficacy plays a dual role: while it mediates the relationship between approach achievement goals (mastery and performance) and academic engagement, self-efficacy also moderates the relationship between performance-approach achievement goals and academic engagement. These findings underscore the importance of academic self-efficacy and achievement goal orientation in enhancing academic engagement among adolescent students, especially in low socioeconomic status communities. This research contributes to the understanding of factors like teacher-student relationship, external support offered by Compassion International program, goal setting skills training and predetermined external rewards can enrich the educational experiences of students in low resource education contexts
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    Correlates of the Knowledge of Emotional and Behavioral Disturbances among Teachers in Crowded Post-Covid-19 Lockdown Classrooms in Kasese District, Uganda
    (East African Journal of Interdisciplinary Studies, 2025) Biirah, Judith; Kasamba, Julie; Nkambwe, Nakasiita Kirabo; Akwang, Robert John; Atibuni, Dennis Zami
    This study assessed secondary school teachers’ overall knowledge of emotional and behavioural disturbances (EBDs) among the growing number of students with EBDs in post-COVID-19 lockdown government-aided schools in Western Uganda. The study was quantitative, employing a correlational cross-sectional survey research design. A sample of 330 full-time teachers was drawn from three public secondary schools through stratified and simple random sampling. Data were collected using the Knowledge of Emotional and Behavioral Disturbances Questionnaire (KEBDQ) to establish relationships between variables. Pearson correlation coefficient and a stepwise linear regression were used to analyse data. Findings revealed that teachers’ overall knowledge of EBDs was very low implying that they were not aware of the characteristics of these learners and thus managing them in their crowded classrooms may be a disaster. A stepwise linear regression revealed that undergraduate courses and crowded classrooms significantly predicted teachers’ overall knowledge of EBDs in crowded classrooms after the COVID-19 lockdown. In conclusion, based on the findings, higher teacher education institutions should make undergraduate courses related to EBDs compulsory during professional training, and the Ministry of Education and Sports should reduce overcrowded classrooms for effective classroom management
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    External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in ResourceLimited Environments
    (East African Journal of Education Studies, 2024) Ndyareeba, Eunice; Biirah, Judith; Kibedi, Henry Kasawo; Zanna, Clay
    This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and MannWhitney U test results revealed that parents income and education level, students school type and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase adoption of achievement goal orientation that result in self-skill enhancement through targeted and effective educational interventions.
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    Student Gender and Support by Compassion International Influences Achievement Goal Orientation among Adolescents in South-western Uganda
    (East African Nature and Science Organization, 2024-08-30) Ndyareeba, Eunice; Zanna, Clay; Biirah, Judith; Kibedi, Henry Kasawo
    The adoption of achievement goal orientation is a crucial factor in shaping an individual's attitudes and behaviours towards learning. The aim of this study was to investigate the impact of gender and support from Compassion International on the adoption of achievement goal orientation (AGO). The study used parallel mixed methods approach to sample 510 adolescent students aged 12 -21 years were included in the study.  Both Compassion International support beneficiaries and non-beneficiaries were recruited for the study. The Mann-Whitney Test for Differences yielded statistically significant findings regarding the adoption of achievement goal orientation in relation to gender and support from Compassion International. Mann-Whitney U Test was used because it was suitable for comparing overall distribution of participants across gender and Compassion International support since the numbers of respondents within each of the two categories were not uniformly distributed. The adoption of mastery approach (MAP) and performance avoidance goals (PAV) was found to be predicted by Gender, whereas mastery goals (approach and avoidance) and performance approach goals (PAP) were predicted by support from Compassion International. The findings of the study offer valuable insights into the possible gender-based discrepancies in achievement goals orientation and underscore the significance of compassion support in promoting achievement goal orientation that results in self-skill enhancement. This information can serve as a valuable resource for educators, parents, and policymakers in formulating effective approaches that tackle gender-based disparities as well as integrating external support initiatives by non-governmental organisations within the educational framework to foster fair and enduring educational outcomes