This study aimed at examining the factors hindering agricultural activities, the nature of financial and government support for farmers, and the challenges faced by farmers in starting agribusinesses in Busia District, Uganda. The research utilized logistic regression models to analyze the relationship between various factors such as age, education level, access to credit, government support, market access, training, and other agricultural constraints, and their impact on agricultural activities, financial support, and agribusiness development. The logistic regression results revealed that the factors under investigation, including age, education level, government support, and market access, had no significant influence on agricultural productivity or support for farmers in Busia District. In particular, the coefficients for government support, market access, and education level were not statistically significant, indicating that these variables do not substantially contribute to agricultural productivity or the ability of farmers to secure support. Additionally, the challenges farmers face when starting agribusinesses were not significantly affected by financial constraints, market access, or infrastructure. The study concluded that while these variables are important, they may not be the primary drivers of agricultural development in Busia District. There is a need for further research to explore other factors that might play a more significant role. Based on these findings, it is recommended that policymakers and stakeholders focus on identifying and addressing other constraints affecting agricultural activities, such as climate change, access to technology, and infrastructure development, to enhance agricultural productivity in the region.

This study examined the relationship between teacher qualifications, teacher experience, and professional development on students' academic performance in Kakuuto Sub-County, Kyotera District. The research aimed to investigate the impact of these teacher-related factors on academic success using logistic regression models. Data was collected from a sample of primary school teachers and students, and the analysis focused on understanding the significant predictors of academic performance. The regression results revealed several significant findings. Teachers with higher qualifications (OR=2.45, p<0.001) were 2.45 times more likely to have students perform well academically compared to their less-qualified counterparts. Furthermore, teacher professional development was strongly associated with academic success, with an odds ratio of 1.83 (p<0.01), indicating that teachers who engaged in continuous professional development programs were 1.83 times more likely to have high-performing students. While teacher experience had a positive correlation with student performance, its effect was statistically less significant (OR=1.12, p=0.08), suggesting that teacher experience alone may not be a strong predictor of student outcomes. Interestingly, class size did not appear to have a significant effect on academic performance (p=0.32), indicating that factors such as teacher qualifications and development programs outweigh the potential benefits of smaller class sizes in this context. Class size was not found to be a significant factor in academic performance. Based on these findings, the study concluded that enhancing teacher qualifications, investing in professional development programs, and fostering a culture of continuous learning among educators are crucial to improving academic outcomes in the region. The study recommended policies that prioritize the recruitment and retention of well-qualified teachers, as well as the provision of professional development opportunities. Additionally, mentorship programs for novice teachers, greater community involvement in education, and a focus on providing teachers with adequate resources were recommended to further enhance student academic performance.