Browsing by Author "Naluwemba, Frances"

Now showing 1 - 4 of 4
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    Alternatives to Instilling Discipline in Primary Schools during the Post-Corporal Punishment Era in Uganda
    (Linguistics and Education, 2014) Sekiwu, Denis; Naluwemba, Frances
    The purpose of this study is to look at instilling discipline in learners after corporal punishment was abolished in schools in Uganda. We approached the study by identifying the alternatives to corporal punishment and the attitudes of educational stakeholders (learners, teachers and parents) towards disciplinary management alternatives. Data were collected through questionnaires, interviews and observation using two neighbouring schools in Masaka Municipality. A qualitative research approach was used in the study. Findings reveal that there are several alternatives to corporal punishment and that educational stakeholders hold different views about these alternatives to corporal punishment. The study recommends that alternatives such as manual labour, professional support such as counseling and guidance and small class sizes should be employed as alternatives to corporal punishment.
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    Ecology of schooling: Enabling school environment for student engagement in Uganda’s Universal Secondary Education
    (International Journal of Educational Policy Research and Review, 2020) Awori, Sylivia; Sekiwu, Denis; Ssempala, Frederick; Naluwemba, Frances
    Using the Mixed method, we examine the relationship between the school environment and student engagement in USE schools in Uganda. Most study participants agree that the environment in USE schools is generally conducive. There is a positive relationship between the school environment and student engagement although this relationship is still low. This means that student engagement in school activities cannot depend on only the school environment. There are a host of other factors that influence student engagement which the school authority needs to know and utilize in order to improve student engagement. Management of USE schools should provide for counseling and guidance services as well as supporting the integration of values in schools. The Government should construct good libraries and provide up-to-date learning materials like textbooks plus any other reading materials. Government should also recruit experienced and quality teachers into the USE schools, as well as constructing modern science laboratories to support the teaching of science disciplines.
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    The interplay of school welfare provision and teacher performance: The case of Ugandan secondary schools
    (International Journal of Educational Policy Research and Review, 2016) Naluwemba, Frances; Sekiwu, Denis; Vincent, Okwenje
    This is an account of a cross-sectional study of how school welfare provision influences teacher performance in six government aided secondary schools in Uganda. The study was largely a mixed method involving semi-structured questionnaires and interviews with a convenience sample of 221 participants in the categories of teachers, head teachers, deputy head teachers and directors of studies. The findings are that school administrators provide only those welfare programmes that have a direct bearing on task accomplishment. Second, teachers’ performance is high mainly on examination management, punctuality, and co-curricular activities. Third, school welfare provision is however too insignificant to cause a remarkable teacher performance (r2=0.0376). We concluded that school welfare provision will positively influence teacher performance if teachers are reciprocally committed to work and administrators meet teachers varied needs. This argument is in consonance with the Expectancy Theory where fulfillment of people’s needs and motivations (instrumentality) influences their performance (valence) as they exert effort to arouse commitment.
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    Investigating the relationship between school attendance and academic performance in universal primary education: The case of Uganda
    (African Educational Research Journal, 2020) Sekiwu, Denis; Ssempala, Frederick; Naluwemba, Frances
    This study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening communityschool interaction programmes to help improve attendance in UPE schools.