Muni Repository (MR)
This repository contains open access publications of Muni University Library.
Objectives:
- To digitally collect, preserve and provide electronic access to scholarly works and research output of Muni University.
- Increase the visibility and impact of our research, making it easy for researchers, students, policymakers and journalists to reference, replicate, and re-use the work.
- Issue permanent, unique and trustworthy identifiers when creating URLs to access the resource without concern that the location of the resource may change.
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- Contact the library through email: libsupport@muni.ac.ug
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Recent Submissions
Strengthening the resilience and sustainability of Uganda’s coffee sector: investigating governance mechanisms in coffee innovation platforms
(International Journal of Agricultural Extension, 2025-03-14) Ochago, Robert
Effective governance mechanisms for coffee innovation platforms are crucial to fostering resilience and sustainability in Uganda’s vital sector. Despite extensive research on the governance of innovation platforms, a clear and unified definition of innovation platform governance mechanisms remains elusive. This lack leads to inconsistencies in interpreting and implementing innovation platform governance mechanisms, obstructing efforts to tackle critical challenges in the coffee sector. This study examines the governance mechanisms of coffee innovation platforms in Uganda, which serve as collaborative networks for stakeholders throughout the coffee value chain. Coffee innovation platforms play a crucial role in addressing sector-specific challenges by facilitating knowledge exchange, encouraging stakeholder engagement, and promoting the co-creation of solutions. Data from 91 farmers (54 males, 37 females) on the coffee innovation platform were collected using qualitative methods, specifically focus group discussions and individual interviews. Thematic analysis generated overarching themes for governance structures, processes, and principles. The study reveals that innovation platform governance structures encompass a diverse range of stakeholders, facilitators, interaction spaces, and frameworks. The innovation platform processes include stakeholder engagement, knowledge sharing, and capacity building. The fundamental principles of these platforms are participation, partnerships, and collaborative knowledge sharing. This research yields actionable insights for agricultural extension policymakers, leaders of coffee innovation platforms, and extension workers to enhance the governance of coffee innovation platforms.
Supervision practices and teacher effectiveness in government-aided secondary schools in Kiryandongo district, Uganda
(Muni University, 2025-02-12) Onega, Albert
This study sought to establish how supervision practices affected teacher effectiveness in Government-aided secondary schools in Kiryandongo District. The objectives of the study were to examine the effect of instructional supervision practices, mentoring practices and psychosocial support practices on teacher effectiveness in Government-aided secondary schools in Kiryandongo District. Both descriptive designs (cross-sectional studies and surveys) and mixed methods design (convergent parallel design) were used. Both quantitative and qualitative approaches were adopted with a sample of 144 respondents. Simple random sampling technique was used to select amongst the Teachers, while purposive sampling was used to select the Headteachers, Deputy Headteachers and Class Captains. Quantitative data analysis consisted of descriptive statistics (frequencies, percentages, means and standard deviations) and inferential statistics (Pearson correlation) while qualitative analysis used thematic approach. Findings revealed a significantly moderate positive correlation (r = 0.592) between instructional supervision practices and teacher effectiveness; a significantly moderate positive correlation (r = 0.524) between mentoring practices and teacher effectiveness; a significantly moderate positive correlation (r = 0.532) between psychosocial support practices and teacher effectiveness. Thus, it was concluded that supervision practices significantly affected teacher effectiveness in Government-aided secondary schools in Kiryandongo District. It is recommended that Ministry of Education and Sports through its different stakeholders should focus on instructional supervision practices, mentoring practices and psychosocial support practices to improve teacher effectiveness in Government-aided secondary schools.
School and community drivers of girl-child retention in public secondary schools in Arua district, Uganda
(Muni University, 2024-11-30) Lekuru, Lillian
The study aimed to assess the influence of school-community drivers on girl-child retention in public secondary schools in Arua District, Uganda. The objectives of the study were to assess the influence of socio-cultural and school drivers and examine the influence of socio-economic drivers on girl-child retention in public secondary schools in Arua, Uganda, A Concurrent or sequential mixed method design was used, and mixed method that employed both quantitative and qualitative approaches were adopted with a sample of 241 respondents. Simple random sampling technique was used to select students, while purposive sampling was used to select the school head teachers, deputy head teachers, director of studies, senior woman teachers and PTA executive members. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Spearman correlation coefficients) while qualitative analysis used thematic approach. Findings revealed a moderate significant correlation coefficient (r= .381) between socio-cultural drivers and girl child retention; a positive significant correlation coefficient (r= .553) between socio economic drivers and girl child retention; a moderate significant correlation coefficient (r= .378) between school drivers and girl child retention. Thus, according to the findings, it was concluded that effective implementation of socio-cultural drivers can enhance girl child retention: there is a positive significant influence of socio- economic drivers on girl child retention: there is a moderately significant influence of school drivers on girl-child retention. It is recommended that the stake holders and school management should sensitize and actively involve the community on the need to guide, support, encourage and identify strategies that can help girls continue to study until completion. BOG and PTA should ensure that school fees and school requirements are made affordable, and parents should give equal preference to the education of both genders and bursary opportunities be availed to the girl-child: School management should uphold the minimum basic requirements, as stipulated by Ministry of Education and Sports (MOES) and maintain adequate facilities like, good sanitation practices, good security, to enable girls stay in school.
Drug abuse and students’ discipline in public secondary schools in Arua city-Uganda
(Muni University, 2025-03-18) Tabu, Rosemary
The study aimed to examine the relationship between drug abuse and students’ discipline in public secondary schools in Arua City-Uganda. The objectives of the study were to establish whether drug addiction has a relationship with students’ discipline in public secondary schools in Arua city. To examine drug related behavioral disorder and its relationship with students’ discipline in public secondary schools in Arua city. Lastly to analyze drug related physical disorder and its relationship with students’ discipline in public secondary schools in Arua City. The study adopted Jessors’ problem behavior theory. A convergent parallel (concurrent) design was used. Both quantitative and qualitative approaches were adopted with a sample size of 297 respondents. A simple random sampling technique was used to select the students, while purposive sampling was used to select head teachers and teachers in charge of student discipline. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Spearman correlation coefficients), while qualitative analysis employed a thematic approach. Findings revealed a significantly moderate positive correlation (r=.622, p=.000, p<=0.01)) between drug addiction and student discipline; a moderate positive correlation (r= .561, p=.000<0.01) between behavioral disorder and student discipline; a moderate positive significant correlation coefficient (r= .606, p=.000<0.01) between physical disorder and students’ discipline. Thus, it was found that drug addiction (b=.747, P=.000) and physical disorder (b=.345, p=.000) significantly affected students’ discipline in public secondary schools in Arua City. It was also found that behavioral disorder (b= .004, p=.964) which was non-significant. It is recommended that students who are found to be addicted to drugs should be isolated by the management, schools should involve parents upon suspension of culprits from school, and extreme cases should be refered to correctional facilities for rehabilitation. Sensitization of students on desirable behavior should be enforced in schools by the guidance and counselling department, parents of those with deviant behavior should be involved in disciplinary processes. Collaboration amongst schools can be enforced by City education department whereby they engage parents to manage culprits in cases where physical disorders are evident to avoid spread of the practice.
Stakeholders involvement and girl–child retention in government aided secondary schools in Terego district, Uganda
(Muni University, 2025-02-18) Adrole, Macarious
The fact that stakeholders need to be involved in the girl child retention in secondary schools. Girl children themselves need to have self-motivation to remain and complete their secondary education. The study adopted the following objectives: to examine the stakeholder’s involvement and girl child retention in government aided secondary schools in Terego District, informal by stakeholder’s theory. Using Cross sectional design quantitative and qualitative methods, on sample of 145 respondents. The schools were clustered into government aided according to the similar characteristics, purposed members, and random sampling to select teachers, parents, and female students. Quantitative data analysis used descriptive statistics involving mean, frequencies, and percentages; inferential statistics involving Pearson correlation, while qualitative analysis involved grouping data into theme. The study findings showed that there is a position effect of stakeholders, involvement strategies on girl child retention in government aided secondary school. Stakeholders’ involvement in decision making and girl child retention (r =. 383, P = -000) with a coefficient of determination r2 = .1466 indicates that a proximately 14.66% of the variance in girl child retention can be explained by decision making. Safe school learning environment and girl child retention (r = .453, P = 000) with a coefficient of determination r2 = 205 indicates that approximately 20.5% of the variance in girl-child retention can be explained by the safety of the school learning environment. Family support and child retention (r =.370, P.000) with a coefficient of determinants r2=.1369 indicates approximately 13.69% of the variance in girl child retention can be explained by family support. While decision making, safe learning environment and family support have positively influenced on girl child retention, significant parties of other retention are influenced by other factors. The study concludes that the implementation of strengthening stakeholders’ involvement capacity in decision making and evaluate their outcomes to have gender responsive school leaning environment to enhance family support programs. Create a positive and supportive learning environment where students feel valued, and retention can be achieved.