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.
How to publish in Muni Repository
- Contact the library through email: libsupport@muni.ac.ug
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Recent Submissions
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.
Influence of parental involvement on learners’ academic achievement in primary schools in Kaberamaido district, Uganda
(Muni University, 2025-10-24) Tagiri, Ayikoru Harriet
This study examined the influence of parental involvement on learners’ academic achievement in
primary schools, addressing concerns about declining academic performance. Guided by Epstein’s
and Bronfenbrenner’s theories, the research examined four dimensions of parental involvement:
provision of scholastic materials, monitoring of learning, participation in school activities, and
involvement in learners’ discipline. A cross-sectional survey design using a mixed-methods approach
was employed. The study involved a sample of 103 participants selected from schools within a Sub-
County, stratified based on similar characteristics. Purposive sampling was used to choose
headteachers and PTA chairpersons, and random sampling targeted teachers, parents, and learners.
Data was collected through questionnaires, interviews, and discussions. Quantitative were analyzed
using descriptive statistics (frequencies and percentages), Pearson correlation, and ANOVA, while
qualitative data were thematically analyzed. The findings revealed moderate positive correlations
between academic achievement and provision of scholastic materials (r = 0.517), parental monitoring
(r = 0.447), school activity participation (r = 0.539), and discipline (r = 0.416). ANOVA results
identified parental participation in school activities β = 0.315, p = 0.010 and provision of scholastic
materials (β = 0.271, p = 0.016) as significant predictors of achievement. Multiple regression showed
parental involvement accounted for 37.4% of the variance in academic achievement, Adjusted R² =
0.374. The study concluded that active parental involvement, especially in school activities and
scholastic support, significantly enhances academic outcomes. It recommends strengthening these
areas and improving monitoring and discipline through guidance and counselling. The study
contributes to education policy by highlighting key areas of parental engagement that drive academic
success.
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.
Classroom factors and learners’ academic performance in primary schools in Palorinya refugee settlement in Obongi district, Uganda
(Muni University, 2025-11-22) Longa, Abubakar Sam
This study investigated classroom factors and learners’ academic performance in primary schools within Palorinya Refugee Settlement, Obongi District, Uganda. The research specifically examined the effects of classroom management, teacher–learner interactions, teacher workload load and individual learner attention on learners' academic outcomes. Employing a cross-sectional design, the study utilized both qualitative and quantitative approaches with a sample size of 168 respondents. Teachers were selected using simple random sampling, while purposive sampling was employed for head teachers and District Education Office staff. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (Spearman correlation), aided by the statistical package for social sciences (SPSS), version 21, while qualitative data were analyzed thematically. The findings revealed a statistically significant, moderate to strong positive correlation between classroom management and academic performance (r = .594, p < .001). Additionally, a significant positive correlation was found between teacher–learner interactions and learners’ academic performance (r = .680, p = .001), and between teacher workload and individual learner attention and academic performance (r = .682, p < .001). These results suggest that improved classroom management, enhanced teacher–learner interactions, and effective instructional practices positively influence learners’ academic achievement. The study recommends the adoption of learner-centered pedagogies and the provision of continuous professional development for teachers to enhance the management of overcrowded classrooms and foster inclusive learning environments.
Students’ indiscipline and students’ academic performance in government aided secondary schools in Adjumani district, Uganda
(2025-10) Jeska, Beruchan
The study investigated the effects of indiscipline on students’ academic performance in government aided secondary schools in Adjumani District, Uganda. It examined how vandalism of school property, truancy and examination malpractice affect academic performance. A cross sectional research design was employed, combining both quantitative and qualitative approaches with a sample size of 431respndents. Teachers and students were selected using simple random sampling while purposive sampling targeted head teachers and deputy head teachers. Quantitative data was analyzed using descriptive statistics (frequencies and percentages) and inferential statistics, particularly spearman’ rank correlation, while qualitative data qualitative data was analyzed thematically. The findings revealed significant negative correlation between vandalism of school property and academic performance (rho=- 0.465,) truancy (rho=-0.423) and examination malpractice (rho=-0.351). Qualitative finding further revealed the existence of indiscipline in the schools and their negative effects on students’ performance. The study concluded that indiscipline among learners significantly affected the academic performance in government aided secondary schools in Adjumani District. This study highlighted the critical need for multi-stakeholder involvement in tackling student indiscipline to improve academic outcomes