Muni Repository (MR)

This repository contains open access publications of Muni University Library.


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The effect of direct infrastructure utilization on students’ academic performance in public secondary schools in Zombo District, Uganda
(Uganda Management Institute, 2024-06-19) Thombu, Johnson Obedling; Picho, Epiphany Odubuker; Aliga, Alex
The study examined the effect of direct infrastructure utilization on students’ academic performance in public secondary schools in Zombo district of Uganda. The study aimed to examine the effect of direct infrastructure utilization on students’ academic performance in public secondary schools in Zombo district of Uganda. A cross-sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 150 out of 224 target population. A simple random sampling technique was used to select amongst the students, while purposive sampling was used to determine the headteachers and director of studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation) and regression, while qualitative research used a thematic approach. Findings revealed a moderate positive correlation (r = .503) between direct infrastructure utilization and students’ academic performance. Results of regression analysis of direct infrastructure utilization revealed that a unit increase in direct infrastructure utilization leads to an improvement in students’ academic performance by 30.3% and was statistically significant at 1%. Thus, it was concluded that direct infrastructure utilization significantly affected academic performance in selected public secondary schools in the Zombo district of Uganda. It is recommended that secondary schools in Zombo district of Uganda should focus on direct infrastructure to improve students’ academic performance.
Missed diagnosis of gestational diabetes mellitus due to selective screening: Evidence from a cross-sectional study in the West Nile Sub-Region, Uganda
(Taylor & Francis, 2024-03-13) Abindu, Vincent; Hope, Derick; Aleni, Mary; Andru, Monicah; Mangwi, Richard Ayiasi; Afayo, Victor; Oyet, Caesar; Kiconco, Ritah
Purpose: To ascertain the prevalence and risk factors of gestational diabetes mellitus (GDM) in pregnant women receiving antenatal care (ANC) services within the West Nile subregion of Uganda. An analytical cross-sectional study was conducted on 233 pregnant women who are within 24–28 weeks of gestation and are receiving ANC services in selected hospitals. GDM was diagnosed according to the World Health Organization (WHO) criteria (2013). A questionnaire and anthropometric measurements were used to obtain relevant data. The chi-square test and logistic regression were used to determine the association between GDM and the study variables, including participants’ sociodemographic and medical characteristics. The prevalence of hyperglycemia first detected in pregnancy among the participants tested was 8%. Overall, 7.45% had GDM and 0.53% had diabetes mellitus in pregnancy. The fasting plasma glucose test alone was positive in 86.7% of the GDM cases. The factors that were significantly associated with GDM included age ≥25 years (p = 0.017, AOR = 3.51) and body mass index (BMI) ≥25 kg/m2 (p = 0.024, AOR = 2.67). Out of the participants diagnosed with GDM, 28.6% did not have a known risk factor. Of the pregnant women with GDM, 57% would have been missed if the selective screening in the national clinical guidelines had been followed. Urinary tract infection (UTI) and Candida were detected in 36.36% and 13.85% of the participants, respectively. Conclusion: The study provides new data on the prevalence of GDM in rural settings in the West Nile subregion of Uganda. Of the participants, 7.5% were diagnosed with GDM, of which 57% would have been missed based on the selective screening of the national clinical guidelines. The study findings support the universal screening of GDM in pregnant women.
Influence of students leaders’ selection criteria on management of student discipline in public secondary schools in Tigania West Sub-County, Kenya
(East African Journal of Education Studies, 2023-06-19) Itamunya, John Mburung’a; Edabu, Paul
The success of the teaching-learning process in school is dependent upon the quality of students’ discipline. However, indiscipline among students is on the rise in public secondary schools. The issue of student strikes, fear of examinations, leading to cheating and the burning of school property has become one of the serious problems being faced by the country’s school principals. In light of this, the study sought to investigate selection criteria for the management of student discipline in public secondary schools in Tigania West Sub-County, Kenya. The study is based on Douglas Murray McGregor’s Theory X and Theory Y. The research employed a descriptive survey study. The population of the study consisted of 10 principals, 44 teachers and 80 student leaders to a total of 134 respondents, stratified random sampling was used to categorise schools into four: mixed day schools, boarding boys, boarding girls, and mixed boarding schools. Then 30% of principals were selected, while other categories were 10% each. The main research instrument was a questionnaire. The researcher piloted the questionnaires in one public secondary school, and the test-retest technique was used to assess the reliability of the research instrument. Quantitative data collected was analysed with the aid of the statistical package for social sciences version 21 to get the percentages and generate tables, charts, and figures for interpretation. The study established that the selection is mainly based on the academic performance and discipline of the individual, and this allows the selection of disciplined individuals with academic merit and good personality as leaders. The study concluded that the selection of student leaders by involving both teachers and students could enhance the ability of student leaders to promote student discipline. The study recommends that the selection of student leaders should involve both teachers and students in a democratic manner to avoid any disruption of academic work due to students feeling short-changed.
Parental involvement and learners’ academic performance in public primary schools in Kesses Sub County, Uasin Gishu County, Kenya
(East African Journal of Education Studies, 2023-08-25) Choge, Fridah Jepkemei; Edabu, Paul
Parental involvement in a learner’s life begins during conception, birth and throughout the childhood development of an individual. Parental involvement extends into early life, where oral and cognitive skills are inculcated in readiness for academic life. Further parental involvement is linked to the academic progress of a learner through engagement in diverse activities such as assisting the learners in undertaking assignments, attending the learner’s school mentorship programs, connecting between teachers and learners, and attending teacher-parent meetings. The study investigated the influence of parental communication on learners’ academic performance in public primary schools in Kesses Sub-County, Usain, Gishu, Kenya. The study was anchored on Epstein’s (2018) six-type learning model and adopted a descriptive survey research design. The study moreover targeted a population of 85 head teachers, 425 teachers and 850 parents within 85 public schools in Kesses. Respondents were selected through purposive sampling in the case of head teachers and adopted simple random stratified sampling in selecting 137 teachers and parents. Questionnaires were deployed to draw data from the respondents and establish the reliability of the test instrument. Data was analysed, and meaningful interpretations and presentations were inferred through statistical tests of descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA, Pearson’s Correlations Coefficient and Linear regressions using SPSS Version 26. Findings from the analysed data established that parental communication significantly affects academic performance with sig levels α < 0.05. The study recommends that education policymakers should enhance communication infrastructure to support learning in schools and ensure that parents are sensitised to the need for enhanced parental occupations and the benefits of having positive desires towards a learners’ academic journey.
Influence of school information flow strategy on internal efficiency in public secondary school in Nakuru County, Kenya
(African Journal of Education, Science and Technology, 2023-04) Eliud, Korir K.; Edabu, Paul; Mungai, Peter C.
The objective of this study was to examine the influence of information flow on internal efficiency in public secondary schools in Nakuru county. The study was guided by System theory by Von Bertanlanffy. Mixed methodology and concurrent triangulation design were used in this study. The target population of the study was 311 public secondary school teachers (3168), principals (311) and sub-county education officers (11) in Nakuru County. The sample frame included teachers (205), principals (30), and sub-county education officers (5), thus respondents were 240. The study applied stratified random sampling to sample sub-counties, schools, teachers, head teachers and sub-county education officers. Questionnaires were used to gather quantitative facts from staff, whereas interview schedule was used to gather qualitative data from principals and sub-county education officers and finally document analysis was employed to collect quantitative data. The reliability was determined by calculating Pearson's Correlation Coefficient, which yielded a satisfactory correlation coefficient of 0.76. Data was analyzed descriptively and inferentially using SPSS (version 23). From the findings, channel of communication commonly used in public secondary schools in Nakuru County has not yet improved both strategic plan implementation and internal efficiency, even though there was positive relationship between information flow and internal efficiency. For school improvement on the internal efficiencies in terms of academic performance and graduation rate, this study recommends that the Information flow in the process of implementing strategic plan in order to improve school internal efficiency need to be open (top-down, down-up and horizontal information flow) to allow input of various skills form all stakeholder so that everyone own the strategic plan and implement it fully.