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ItemParental engagement in children's social behavior development in selected pre-primary schools in Nakawa Division, Kampala District.(Makerere University, 2026-03-30)The study examined the parental engagement practices; children’s social behavior of respectfulness, time management and dress code; and the relationships between parental engagement practices and children’s social behaviors. The study was important because it is now common to find children in primary schools who display poor social behaviors. A qualitative study was conducted through an in-depth case study of two schools in Nakawa Division Kampala District and employed observation of children’s social behaviors and in-depth interview of teachers, school administrators and parents. The study analyzed data findings using a thematic approach where data was put into themes, coded and categorized. Study findings showed that children of engaged parents copied and emulated their parent’s social behaviors of respectfulness, time management and dress code, thus leaving an impact on the children up to adult life. Findings also indicated that those parents who were none engaged had children with poor social behaviors. The study found out that children of engaged parents expressed pro-social behaviors like coming to school on time, finishing the work on time, being respectful of adults, teachers and peers, being adept at time keeping and dressed well, while children of non-engaged parents are most likely to have poor social behaviors of respectfulness, time management and dress code. Therefore parental engagement in children’s lives is a precursor for children’s pro-social behaviors and must be promoted throughout the national educational ladder.
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ItemInfluence of perceived parent involvement on girls’ attitudes towards chemistry learning at o’ level in selected ‘use’ schools in Kampala City(Makerere University, 2025)This study determined the influence of perceived parent involvement on girls' attitudes towards chemistry at O’ level in selected ‘USE’ Schools in Kampala City. The study was guided by Epstein’s theory of Parent Involvement and considered three key dimensions of the theory that were important in the study which included; career guidance, provision of scholastic materials, and monitoring of students' learning that were believed influence girls’ attitudes towards chemistry learning. The study was guided by three objectives that is to; 1. find out the influence of perceived parent involvement through career guidance on girls’ attitudes towards Chemistry learning, 2. determine the influence of perceived parent involvement through provision of scholastic materials on girls’ attitude towards chemistry learning and lastly 3. find the influence of perceived parent involvement through monitoring of students learning on girls’ attitudes towards chemistry learning. A descriptive cross-sectional survey design was adopted for this study. The study employed a quantitative approach. Data was collected using a self-administered questionnaire from a total of 500 girls in five different ‘USE’ schools across Kampala. The questionnaire assessed the girls' attitudes towards chemistry and their perceived parental involvement in various aspects of their academic lives. The data was analyzed using descriptive statistics and Pearson Correlation. The findings revealed that parent involvement through career guidance was statistically significant in influencing girls’ attitudes towards chemistry with p. value of 0.008<0.05 and r = 0.378. It was further found that parent involvement through provision of scholastic materials was statistically significant in influencing girls’ attitude towards chemistry with a p. value of 0.000<0.05 and r = 0.873. There was also a significant relationship between parent involvement through monitoring of girls learning and girl’s attitudes towards chemistry learning with a p. value of 0.001<0.05 and r = 0.663. The study concluded that active parent involvement is crucial for improving girls' attitudes towards chemistry, ultimately contributing to their academic success. It is recommended that schools should develop programs to educate parents about their role in promoting positive attitudes towards science, emphasize the importance of open communication about career options, and ensure provision of necessary scholastic materials.
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ItemReading instruction in lower primary classes: a case study of two government primary schools in Kampala District – Uganda(Makerere University, 2025)The purpose of this study was to explore reading instruction in lower primary classes for better reading outcomes in selected government primary schools in Kampala district. The study was guided by Danielson’s Framework for Teaching (1996). The study was guided by the three objectives namely; to explore the reading instruction approaches teachers use to develop reading skills in lower primary, to assess the reading instruction resources teachers use to develop reading skills for learners in lower primary, to examine reading assessment methods used by teachers to develop reading skills for learners in lower primary. The study took a qualitative approach, using an exploratory case study design. Purposive sampling was employed in selecting the 4 participants involved in this study and these were 4 literacy teachers. Data was collected through, face to face interviews, lesson observations and documentary analysis. The findings revealed that teachers use phonics approach, whole word approach and syllabic approach to develop pupils reading skills and these were similar with those that are recommended in the thematic curriculum for primary one and two. However, teachers lacked pedagogical skills in the application of the syllabic approach, content was not well aligned which affected literacy development, reading instruction materials were not effectively utilized and the continuous assessment was highly used. It was thus recommended that the Ministry of Education and Sports (MoES) should work closely with National Curriculum Development Centre, (NCDC) to train and re-tool teachers through continuous professional development (CPD) on reading instruction approaches and how they are applied during the literacy hour lesson.
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ItemTeacher induction and it's influence on teacher performance in public secondary schools in wakiso district.(Makerere University, 2026)This study examined teacher induction and its influence on teacher performance in public secondary schools in Wakiso District, Uganda. Teacher performance was conceptualized across three dimensions: preparedness to teach, interpersonal relations, and learner achievement. Guided by the Theoretical–Practical–Interactional (TPI) model, the study adopted a convergent mixed-methods cross-sectional design, in which quantitative and qualitative data were collected concurrently, analyzed separately, and integrated at interpretation. Quantitative data were obtained from a questionnaire administered to 162 teachers, while qualitative insights were generated from interviews with 8 head teachers and 16 heads of department, focus group discussions with teachers, and document review. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data were analyzed thematically. Findings show that most teachers experienced induction mainly as brief orientation activities focusing on administrative procedures, with limited sustained mentorship and instructional guidance. Despite these limitations, teachers perceived induction as positively influencing their performance. Statistically significant positive relationships were found between perceived induction and teacher preparedness to teach (r = 0.642, p < 0.001), interpersonal relations (r = 0.688, p < 0.001), and learner achievement (r = 0.611, p < 0.001). Qualitative findings complemented these results by revealing that induction enhanced teachers’ confidence, collaboration with colleagues, and use of varied instructional strategies, though its influence on learner achievement was indirect and mediated by school leadership and support structures. The study concludes that teacher induction, as perceived and practiced in public secondary schools in Wakiso District, plays a significant role in shaping teacher performance, particularly preparedness and interpersonal relations. It recommends the development of a structured national induction framework, strengthening school-based mentorship, and closer alignment of induction activities with classroom instructional needs
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ItemEnhancing learners’ reading comprehension skills through access to school reading materials in a selected secondary school in Kayunga District(Makerere University, 2026)This study investigated the impact of access to school reading materials on enhancing learners‟ reading comprehension skills in a selected secondary school in Kayunga district. The research investigated the types of reading materials available, learners‟ access to these materials, and the relationship between access to these materials and learners‟ reading comprehension skills. The study sought to establish how learners‟ reading comprehension skills could be enhanced through access to school reading materials in a selected secondary school in Kayunga district. The study adopted a qualitative research approach to gain a rich understanding of how school reading materials can enhance learners‟ reading comprehension skills. A case study design was employed to enable an in-depth understanding of school reading materials and reading comprehension skills. Focus group discussions and in depth interviews were utilized to gather insights from learners and educators, shedding light on their experiences, perceptions and challenges related to accessing and utilizing school reading materials for reading comprehension skills. A document analysis guide provided an additional data source ,offering a comprehensive perspective on learners‟ reading comprehension skills, and enabling identification of patterns and themes that illuminated the ways in which school reading materials can be optimized to support reading comprehension skills. The study found out that learners have access to school reading materials and school reading materials contribute positively to learners‟ enhancement of reading comprehension skills, however, despite having the materials, learners only maximize comprehension skills gains when teachers provide consistent support and guidance. It is therefore recommended that teachers offer maximum instructional support to fully leverage the materials for enhanced comprehension skills.