Browsing by Author "Buyera, Geofrey"

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    Lumasaaba and English Language Reading Comprehension among Primary School Pupils of Sironko District in Uganda
    (East African Nature and Science Organization, 2024-12-10) Namukuta, Zainorice; Buyera, Geofrey
    The study investigated the effect of Lumasaaba on English language Reading Comprehension among Primary School Pupils in the Sironko district. Two objectives guided the study: to find out the effect of Lumasaaba orthographic patterns and Lumasaaba Cognate awareness on English Language reading comprehension. Much as several studies showed that Lumasaaba and the English language share some linguistic features like the alphabet and cognates, there was a dearth of studies that identify which features of Lumasaaba need to be shared for transfer to be effective and to demonstrate whether pupils were aware of these cognates, and activate them in reading comprehension. The study used a cross-sectional survey research design to assess the effect of Lumasaaba on pupils’ English reading comprehension in Mafudu Sub County, Budadiri West, Sironko District in Uganda. The study used a language test to evaluate Primary Five (P5) pupils’ English reading comprehension, cognate awareness, and spelling proficiencies. The results showed that pupils who did not receive Lumasaaba instruction performed slightly better than those pupils who received Lumasaaba instruction. Besides, Lumasaaba orthography and cognates were significant predictors of English language reading comprehension proficiency, Lumasaaba Cognates emerged as the most significant predictor (β = .294, p= .000 compared to Lumasaaba Orthography (β = .196, p= .006). The researchers conclude that lexical similarities between Lumasaaba and English as well as the nature of Lumasaaba writing patterns enhance English language reading comprehension proficiency. The findings highlight the need for educators to consider Lumasaaba orthographic patterns and cognates when designing reading instruction for Lumasaaba bilingual pupils
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    The Effect of Learners’ Sponsorship on Students’ Retention in USE Schools in Bugisu Sub Region
    (East African Journal of Arts and Social Sciences, 2025) Mwenyi, Davis Caxton Mandu; Buyera, Geofrey
    Student retention in secondary education remains a significant concern, particularly in developing countries like Uganda, where socio-economic barriers impede access to education. The introduction of Universal Secondary Education (USE) in Uganda in 2007 aimed to address these challenges by providing free secondary education, but retention rates remain low due to ongoing financial burdens. This study explored the impact of learners' sponsorship, particularly through government-sponsored programs like USE, on student retention in secondary schools in Bugisu Sub Region, Uganda. Using a mixed-methods approach, including quantitative surveys, qualitative interviews, and focus group discussions, the research examined the role of financial support and parental involvement in influencing retention. The findings reveal that government sponsored education significantly improves student retention, with fee exemptions and supplementary financial support contributing to increased enrolment and regular attendance. However, challenges such as the need for further financial support for additional costs (e.g., transportation, meals) remain. The study concludes that while government initiatives like USE have had a positive impact, there is a need for enhanced investment in expanded financial support, and increased parental engagement to further improve retention rates. These findings offer valuable insights for policymakers and educators aiming to improve secondary education retention in similar contexts.