Theses and Dissertations

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https://dir.muni.ac.ug/handle/20.500.12260/10

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Browsing Theses and Dissertations by Subject "Arua city"

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    Classroom design and learner achievement in public primary schools in central division Arua city, Uganda
    (Muni University, 2025-10-24) Caroline, Bako Alima
    This study examined the relationship between classroom design and learner achievement in public primary schools in the Central Division of Arua City, Uganda. It specifically examined the relationship between classroom layout, instructional materials, and learning zones with academic performance. A convergent parallel mixed-methods design was adopted, combining both quantitative and qualitative approaches to provide a comprehensive understanding. The study sampled 73 teachers and headteachers, selected through a . Quantitative data were collected using structured questionnaires and through descriptive statistics and Pearson correlation to determine the strength and significance of relationships between variables. Qualitative data were obtained through semi-structured interviews and observations, and analysed thematically. Findings revealed a moderate and statistically significant relationship between instructional materials (r = 0.372, p < 0.001) and learning zones (r = 0.380, p < 0.001) and learner achievement. However, classroom layout had a weak and non-significant relationship (r = 0.070, p = 0.554). Qualitative insights supported these results, highlighting that accessible instructional resources, well-organised learning spaces, and flexible teaching zones foster engagement, collaboration, and deeper understanding. Limited digital resources and inconsistent training were noted as key challenges. The study concludes that improved access to quality instructional materials and purposeful learning zones significantly enhance learner achievement. It contributes to educational practice by informing school leaders and policymakers of the importance of investing in classroom resources, inclusive learning spaces, and ongoing teacher development to create more effective and equitable learning environments.
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    Support supervision and teacher effectiveness in government aided primary schools in Arua city
    (Muni University, 2025-10-24) Natalia, Eyoru
    This study investigated the relationship between support supervision and teacher effectiveness in government-aided primary schools in Arua City, Uganda. A descriptive cross-sectional survey design was employed, integrating both quantitative and qualitative methods to ensure methodological rigor and triangulation. The study used a mixed-methods approach, with quantitative data collected through structured questionnaires from 151 teachers, and qualitative data obtained through semi-structured interviews with headteachers. Simple random sampling was used for teachers, while purposive sampling was applied for headteachers and school administrators. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were examined thematically. The findings revealed that support supervision, particularly the supervision of instructional documents and post observation conferences, had a statistically significant positive impact on teacher effectiveness. Specifically, supervision of instructional documents was the strongest predictor (B = 0.404, p < .001), followed by post-observation conferences (B = 0.358, p < .001). However, classroom observation did not significantly predict teacher effectiveness (B = 0.155, p = .159), suggesting the need to improve its implementation and follow-up. The study concludes that structured and supportive supervisory practices, especially those focused on Instructional documentation and post-observation feedback, enhance teacher effectiveness and potentially improve learner outcomes. It recommends that the Ministry of Education and Sports (MoES), along with district education offices, strengthen supervision protocols, institutionalize post observation feedback, and build the capacity of school leaders to implement effective supervision in line with national standards.