Browsing by Author "Oriangi, George"

Now showing 1 - 8 of 8
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    Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
    (East African Journal of Education Studies, 2023) Amito, Betty; Oriangi, George; Lamaro, Gloria
    Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross-sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
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    Modelling Academic Performance in Science-Based Subjects in Primary Schools in Uganda
    (East African Journal of Education Studies, 2023) Wafula, Alfred; Oriangi, George; Odama, Stephene; Ologe, Daniel Ochieng
    Poor academic performance in science subjects continues to be a major setback in schools of developing countries, despite several interventions to curb the vice. This study investigated the trend in academic performance in mathematics and integrated science in Kigumba town council in Kiryandongo district in Uganda. It used a retrospective cohort analysis design of 8 government-aided and privately funded primary schools while employing documentary analysis to obtain primary leaving examinations (PLE) results. PLE data obtained using documentary analysis was subjected to trend analysis to determine trends in pupils’ performance in the last decade. The findings indicate that performance in mathematics and integrated science in private schools was better than that in government schools over the last decade. In conclusion, teachers in Ugandan government primary schools need to be more committed to teaching mathematics and integrated science so as to improve the academic performance of pupils. In turn, the government and other stakeholders need to provide the necessary prerequisites to enable the teachers to do their work effectively
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    Modelling Academic Performance in Science-Based Subjects in Primary Schools Using Elements of Teacher Preparation in Uganda
    (East African Journal of Education Studies, 2023) Wafula, Alfred; Oriangi, George; Odama, Stephene; Ofoyuru, Denis Thadeus; Ogwang, Tom Henry; Ologe, Daniel Ochieng
    ow academic performance in science subjects has continued to characterise primary education in sub–Saharan Africa, despite several interventions by stakeholders. This study investigated the influence of teachers’ preparation for teaching and learning on pupils’ academic performance in mathematics and integrated science in Kigumba town council in Uganda. It used a cross-sectional survey design with a sample size of 180 teachers and pupils from both government-aided and privately funded schools. Interviews were used to collect data. Descriptive statistics was used to determine teachers’ level of preparation for teaching and learners’ level of academic performance, while a regression model was used to establish the influence of teacher’s preparation on pupils’ academic performance. Findings indicate that teachers’ level of preparation was generally good and significantly (P<0.05) influenced by their teaching experience and access to insurance. Furthermore, academic performance in mathematics and integrated science was significantly influenced by teacher preparation (P<0.05) arising from lesson planning, updating learners’ discipline records, and creativity. In conclusion, teachers need to continue being creative, planning lessons on a daily basis, and updating learners’ discipline records in order to improve pupil performance. In turn, the government needs to provide teachers with insurance coverage, e.g., health insurance, in order to free more of their time for lesson preparation. The study informs education and economic planning policies
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    Modelling Transformation of Communities by Public Universities in Post Conflict Northern Uganda Using Economic and Demographic factors
    (East African Journal of Education Studies, 2024) Asaf Adebua; Oriangi, George; Abola, Benard; Amone, Charles; Ezati, Betty Akullu
    Scarcity of knowledge exists on how economic and demographic factors of surrounding communities influence the capacity of universities to transform them. This study examines the dimensions that contribute to community transformation in the context of the community surrounding Gulu University in post-conflict northern Uganda and the economic and demographic factors of the surrounding community that influence their transformation by Gulu University. The study employed a cross-sectional research design with a sample of 390 households. Self-administered questionnaires were used to collect data on household economic and demographic factors and data on dimensions of community transformation. Principal component analysis (PCA) was used to determine the contributions of the dimensions of community transformation, while logistic regression model was employed to determine economic and demographic factors that influence community transformation by Gulu University. The independent variables tested in the economic and demographic categories included age, gender, household size, occupation, alternative income, savings, credit, remittances, and education, while transformation formed the dependent variable. Findings revealed that the economic, physical, political and spiritual dimensions contribute more to the transformation of the community surrounding Gulu University, while the economic and demographic factors that had a significant influence on community transformation included occupation in civil service, business, and commercial farming (P=.004); and the level of education (P=0.044). The study concludes that the economic, physical, political and spiritual dimensions with their associated variables contributed more to community transformation. These can be used by other related studies to measure community transformation by universities in the context of developing countries. Furthermore, policies need to focus more on supporting the improvement of the business environment to promote commercial farming and university education since they have a higher multiplier effect on community transformation. Consequently, community members need to focus on business, harness commercial farming and achieve university level of education
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    Perspectives from the Local Community on Strategies for Community Transformation in Uganda’s Public Universities
    (East African Journal of Education Studies, 2024) Adebua, Asaf; Oriangi, George; Abola, Benard; Malinga, Geoffrey M.; Ezati, Betty Akullu; Amone, Charles
    Several Universities in Sub-Saharan Africa (SSA) rarely have a clearly defined strategy for transforming communities. This is partly because some are still built on colonial models, which place a strong focus on theory, rote learning, and memorisation, where learners duplicate the content during examinations with little or no impact on the community. As a result, the surrounding communities continue to grapple with high levels of poverty, illiteracy, poor housing, disease, and poor-quality health and hygiene. This study explores the strategies Gulu University is using to transform the post-conflict community of Gulu City, northern Uganda. A cross-sectional research design was used involving 390 households. Self-administered questionnaires were employed to collect data on community perceptions of the operationalisation of the different strategies employed by Gulu University to transform the community. Descriptive statistics was used to determine the most outstanding strategies and their associated variables, while chi-square test was performed to assess the relationship between community perception of the existence of Gulu University and the strategies of community transformation. Findings revealed that, first, Gulu University’s strategy of knowledge application has been perceived by the surrounding community to have worked well by increasing employment opportunities, providing young people with opportunities for meaningful livelihood activities, reducing crime, and fostering enterprise development in the surrounding community. Second, the strategy of partnerships and community projects has paid off by providing scholarships to help community members further their education. However, there is still more to be done in terms of knowledge generation strategy through skill training, knowledge transmission strategy through technology transfer, primary health care, better farming engagements, and innovative business services, as well as partnerships and community projects strategy via enterprise development. Furthermore, findings indicated that there was a significant association between community perceptions of transformation and the existence of Gulu University. The findings highlight potential areas of focus for Gulu University and other Ugandan universities for formulating policies that higher institutions of learning can employ to transform communities. Besides, future research should explore the dimensions of community transformation that influence the role of higher institutions of learning in transforming communities
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    Relevance of Indigenous Knowledge in Sustainable Management of Forest Resources in the 21st Century Uganda
    (East African Journal of Environment and Natural Resources, 2023) Alule, Jimmy Rhombe; Nuwategeka, Expedito; Oriangi, George; Lajul, Wilfred
    Sub-Saharan Africa is endowed with indigenous knowledge systems and natural forest resources critical to supporting several forms of development. However, the region has experienced rapid population growth and demographic changes, which may lead to a decline in forest resources. Sustainable management of these resources is critical for a healthy forest ecosystem that should continue to provide goods and services to the present and future generations. Of the variety of management strategies employed in the sustainable management of forest resources, indigenous knowledge provides a plausible alternative. To ascertain the relevance of this knowledge, the Lugbara community in Yumbe district, northwestern Uganda, was considered. Data were collected from 371 respondents using questionnaires and 19 key informants using interviews; others included participatory GIS and remote sensing. Data was analysed using descriptive and inferential statistics, thematic and content analysis, and a forest cover change matrix. The results indicated a highly significant correlation between IK availability and usefulness of 0.703 at 0.01 level, and the socioeconomic and demographic variables tested statistically significant with sub-county of origin alone accounting for 11.7% of the variations in utilisation of IK in forest management. Indigenous knowledge was mostly used in the management of community forest resources, while modern scientific approaches were used in managing public forests. The forest resources were not sustainably managed despite the relatively high prevalence of IK. The linear model summary results were marginally significant, indicating that the prevalence of IK accounted for only approximately six% (R2 = .059) of the variations in SMFR. However, there was a resurrected interest in the use of IK since some forests managed using strict customary laws were the most biologically diverse. The resurrected interest implies that the IK remains relevant in the 21st century. The study therefore, recommends that IK practises be documented, promoted, and integrated into modern formal approaches to achieve SMFR
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    The Relationship between Entry Grades of Students Admitted to Public Universities in Uganda under Direct Entry Schemes and Their Academic Performance: Implications for Admission Policies
    (East African Journal of Education Studies, 2023) Aciro, Rosalba; Oriangi, George; Onen, David; Malinga, Geoffrey M.; Ezati, Betty A.; Openjuru, George L.
    Although studies on relationships between entry qualification and academic performance show that students who excelled academically in entry qualification often perform better than those with low entry qualification in subsequent examinations, this argument has been questioned. This study explored the relationship between entry grades of undergraduate students and academic performance in public universities in Uganda in the first and final years of their studies. A retrospective cohort analysis of data for undergraduate students of Gulu and Makerere Universities using a sample of 2825 academic records from 2013-2016 was conducted. Descriptive statistics and Pearson correlation analysis were used for analysis. Results revealed a significant relationship between entry scores and students’ academic performance for those admitted on national merit, district quota, affirmative action schemes and private sponsorship schemes in four university programs. However, there was no significant correlation between entry scores and students’ academic performance in the Bachelor of Medicine and Bachelor of Surgery programs. Although male students joined with lower grades than females, their performance in the final year was better than their female counterparts. Therefore, this study confirms that the entry qualification score predicts academic outcomes in the early and exit stages of the university. These findings support the current Government entry criteria for public universities, provide important information for the admission committee decisions, and may have implications for admission policies. However, the lack of a significant correlation between entry qualification scores and students’ academic performance in Bachelor of Medicine and Bachelor of Surgery could indicate the need to revisit admissions criteria for this program. Future studies should go beyond the commonly used GPA to measure academic performance by including non-cognitive factors such as practical skills, clinical skills, and professionalism. Furthermore, the role of background and sociodemographic factors in influencing academic performance at public universities should be considered alongside the pre-entry qualification score
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    Variabilities and Trends of Rainfall, Temperature, and River Flow in Sipi Sub-Catchment on the Slopes ofMt. Elgon, Uganda
    (Water, 2021) Kilama Luwa, Justine; Mwanjalolo Majaliwa, Jackson-Gilbert; Bamutaze, Yazidhi; Kabenge, Isa; Pilesjo, Petter; Oriangi, George; Bagula Mukengere, Espoir
    The variabilities in rainfall and temperature in a catchment affect water availability and sustainability. This study assessed the variabilities in rainfall and temperature (1981–2015) and river flow (1998–2015) in the Sipi sub-catchment on annual and seasonal scales. Observed daily rainfall and temperature data for Buginyanya and Kapchorwa weather stations were obtained from the Uganda National Meteorological Authority (UNMA), while the daily river-flow data for Sipi were obtained from the Ministry of Water and Environment (MWE). The study used descriptive statistics, the Standardized Precipitation Index (SPI), Mann–Kendall trend analysis, and Sen’s slope estimator. Results indicate a high coefficient of variation (CV) (CV > 30) for August, September, October, and November (ASON) seasonal rainfall, while annual rainfall had a moderate coefficient of variation (20 < CV < 30). The trend analysis shows that ASON minimum and mean temperatures increased at = 0.001 and = 0.05 levels of significance respectively in both stations and over the entire catchment. Furthermore, annual and March, April, and May (MAM) river flows increased at an = 0.05 level of significance. A total of 14 extremely wet and dry events occurred in the sub-catchment during the post-2000 period, as compared to five in the pre-2000. The significant increased trend of river flow could be attributed to the impacts of climate and land-use changes. Therefore, future studies may need to quantify the impacts of future climate and land-use changes on water resources in the sub-catchment.