Browsing by Author "Aparo, Jenifer"

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    Community participation and academic performance in selected primary schools in Nwoya District
    (East African Nature & Science Organization, 2026-07-03) Aparo, Jenifer; Ogwang,Tom Henry; Odama, Stephen
    This study in Nwoya District, Uganda, examined the relationship between community participation and academic performance in primary schools, guided by three objectives: assessing academic performance trends, examining the status of community participation in school activities, and determining the relationship between community participation and academic performance. A mixed-methods design was used, with data collected from 168 respondents through questionnaires and interviews. Quantitative trend analysis employed a linear regression model over time, where the coefficient of determination (R² = 0.54) for Division I–II indicates that 54% of variation in performance trends is explained by the time-based model fit, while R² = 0.90 for Division U–X reflects a stronger model fit for the downward performance trend; these values represent goodness-of-fit rather than the strength of increase or decrease. Spearman’s rank correlation showed a statistically significant positive relationship between community participation and academic performance from teachers’ perspectives (ρ = 0.462, p < 0.01) and parents’ contributions (ρ = 0.537, p < 0.01), with no confidence intervals computed. Qualitative findings reinforced these results by emphasising the importance of parental involvement, school-community collaboration, and shared responsibility in enhancing learner outcomes. The study concludes that community participation is positively associated with academic performance, though no causal inference is made, and recommends strengthening parent–teacher engagement, improving community awareness on education, enhancing school accountability systems, and promoting collaborative partnerships among stakeholders to support learning outcomes in primary schools.
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    Young adult vulnerability in the academe: Navigating the moratorium between social and academic life
    (East African Nature & Science Organization, 2026-07-03) Aparo, Jenifer; Atibuni, Dennis Zami
    Globally, higher education institutions are recognised as key developmental spaces where young adults engage in identity exploration, relationship building, and career preparation. This view is grounded in developmental theories that describe university life as a transitional period marked by exploration and instability, during which students gradually assume adult roles. Contemporary research further shows that universities contribute not only to academic learning but also to students’ psychological and social well-being. However, increasing marketisation and competition in higher education have intensified academic demands, employability pressures, and financial uncertainty, contributing to rising levels of stress, anxiety, and psychological distress among students. This study employed a scoping review guided by the Joanna Briggs Institute framework and reported using PRISMA-ScR guidelines. Peer-reviewed and policy literature published between 2000 and 2024 was retrieved from major academic databases and synthesised using reflexive thematic analysis. The findings reveal four interrelated themes: academic challenges, including workload pressure, performance demands, and transition difficulties; social challenges, including weak peer integration, loneliness, and exclusion; interaction effects, showing a reinforcing cycle between academic stress and social withdrawal; and institutional responses, including mentoring, counselling, academic advising, and inclusive teaching practices. Evidence further indicates that students from low-income, first-generation, and international backgrounds experience heightened vulnerability due to compounded academic, social, and financial pressures. The study concludes that student vulnerability in higher education is multidimensional and shaped by the interaction of academic, social, and institutional systems. It recommends integrated, system-level interventions that simultaneously address academic demands and social integration in order to enhance student well-being and academic success across diverse higher education contexts.