The study is to establish the effect of Examiners’ personality and effectiveness on conveyor belt system of marking in Uganda that looked at Namungoona High Secondary School as a case reference. The study was guided by three specific objectives, that are; to examine the effect of Examiners’ attitudes on effectiveness of conveyor belt system of marking, to establish the effect of Examiners’ values on effectiveness of conveyor belt system of marking and, to assess the effect of Examiners’ beliefs on effectiveness of conveyor belt system of marking. This research used a descriptive correlational research design to describe the effect of Examiners’ personality on effectiveness of conveyor belt system of marking. The study used a research population of 260 and a sample size. From the findings, the linear regression results shown that the correlation between examiners’ attitudes and effectiveness of conveyor belt system of marking was positive and significant. The regression coefficient for examiners’ attitudes and effectiveness of conveyor belt system of marking was 0.264, indicating that for every one-unit increase in examiners’ attitudes would on average led to 0.264 increases in effectiveness of conveyor belt system of marking.

Birth, pregnancy and death are the standard trio of key events in the life of mankind. Out of these three events, pregnancy is a matter of choice. These compromises their overall development, leaving them socially isolated with little or no education, skills and opportunities for employment and self-realization. These conditions ultimately make married girls susceptible to poverty. Among the objectives of the study the researcher was to identify the different causes early marriages at Kimanya Sub County and to examine the effects of early marriages on the girl child. This study was conducted at Kimanya Sub County in Masaka district. Through the use of random sampling technique, the researcher used a sample size of 370 respondents and data that was collected came from 325 respondents who provided accurate data in relation to the objectives of the study. Summary of the key findings of the showed that majority of the respondents informed the researcher that majority of the respondents presented results showing that adolescent pregnancy was the main cause of early marriages at Kimanya Sub County. This resulted into school dropout as the major effect of early marriages on the girl child. The researcher therefore recommends that there is a need to make maximum sensitization on girl child empowerment in order to make them not to lose morale and avoid getting involved in marriage and there is also a need to employ professional councilors in all the secondary schools in order to make the girl child present their issues such that they would be properly advised.

This study, conducted in Buikwe District, Uganda, aimed to investigate completion rates of girl children in Universal Secondary Education (USE) schools, exploring relationships with school factors, cultural factors, and gender stereotypes. The research utilized a descriptive survey research design, employing both qualitative and quantitative methodologies. Findings revealed a weak negative correlation between school factors and completion rates, suggesting limited impact on completion rates. Additionally, a weak positive correlation was identified between cultural factors and completion rates, indicating a modest influence. Notably, gender stereotypes emerged as significant contributors to completion rate challenges, with 57.6% of respondents acknowledging their impact. The study concluded that tailored interventions addressing cultural nuances and gender-related barriers are essential to enhance educational outcomes for the girl child in Buikwe District. Recommendations include diversifying educational strategies, promoting cultural sensitivity in policies, and challenging gender stereotypes through collaborative efforts involving educational institutions, community leaders, and advocacy groups.

The study aimed at goal setting on teacher job satisfaction in Rwamwanja refugee settlement primary schools. The study used mixed methods research design combining both quantitative and qualitative approaches which was utilized in order to obtain both numerical data through standardized questionnaires as well as deeply explore experiences and perspectives via in-depth interviews, thereby providing a holistic understanding of the topic. The target population that this study seemed to generalize findings to was all the primary school teachers who were employed across the 15 schools located within Rwamwanja refugee settlement, with the most recent estimates putting the total number of teachers around 150. From this overall population, a random sample of 108 teachers were selected through a simple random sampling technique ensuring each member of the population has an equal probability of being chosen, to participate in the quantitative aspect involving survey questionnaires. From the findings, the Test Value was 0, the tstatistics was 43.420, with PV=0.000 with mean 3.18148 at confidence interval difference 95%. This implied that goal setting and teacher job satisfaction had a mean significantly different from 0, with mean difference 3.181. The extremely low P-value (0.000) indicates high significant statistical significance and the 95% confidence interval was relatively narrow, suggesting a high level of confidence in the results. Therefore, the relationship between goal setting and teacher job satisfaction was strong. Upon the recommendations, schools should emphasize the importance of clear and achievable goal setting for teachers and improve communication regarding professional development goals. This can include providing training and resources for goal setting and transparent communication.

The study uses the Kisoro District in southwest Uganda as a case study to examine the effects of household elements on girls' academic achievement in a subset of Uganda's public elementary schools. The following goals guide the study: identifying the household duties that girls conduct at home, comparing the performance of girls and boys in the same class, and figuring out the connection between domestic chores and girls' academic achievement. The survey found a significant correlation between females' performance and their domestic cores. The statistical program for social science (SPSS) and qualitative and quantitative research approaches were utilized to collect and analyze the data. The research design used in the study was cross-sectional. According to the study, parents and educators should take a leading role in reversing this circumstance and advocating for community psycho education regarding the impact of household tasks on girls' academic achievement.

The modern homeschooling movement began in the 1970s when John Holt an educational theorist and supporter of school reform, began arguing that formal school’s focus on rote learning created an oppressive classroom environment designed to make children compliant employees. This research was about the effects of homeschooling on child development in Rubaga division, Kampala district. The study as well supported secondary objectives that included to examine the concept of homeschooling on child development among selected families in Rubaga division Kampala district Uganda, to investigate the impact of homeschooling on children’s cognitive development among selected families in Rubaga division Kampala district Uganda and to assess the effects of homeschooling on children’s social development among selected families in Rubaga division Kampala district Uganda. The Researcher adapted to a quantitative research design. Quantitative research design was used because the researcher carried out research in Rubaga division, Kampala division which had a big population. The researcher used a sample of 90 respondents during the field work. The categories to be involved in this study included (30) men, (25) NGO officials, (10) teachers, and (25) women. The key findings indicated that majority respondents viewed oral teaching and buying reading materials as the major criteria for homeschooling with 40% and 44.4% respectively, whereas 15.5% were the minority who commended use of professional teachers as a better strategy of child education, a strong positive significant relationship between contract administration and service delivery (r =0.336**, p=0.018). The researcher concluded that the impact of homeschooling on children’s cognitive development indicated a positive. The researcher therefore recommends that there is need for mass sensitization of community members about the impacts of homeschooling on child development for support.

In the backdrop of global consensus on the pivotal role of education in national development, this study delved into the multifaceted factors influencing the completion rate of the girl child in Universal Secondary Education (USE) Schools within Buikwe District. A comprehensive exploration of social, cultural, and economic dynamics underscored the criticality of education in shaping individual lives and contributing to societal progress. Employing a descriptive survey research design, the study utilized qualitative methodologies to capture the complex interplay of factors influencing girls' completion rates. Data from key informants, teachers, and dropout girls were collected through interviews, questionnaires, and documentary analysis. The quantitative aspect, facilitated by statistical analysis using SPSS, aimed to provide a comprehensive understanding of the issue. Results indicated a weak and statistically insignificant correlation between household factors and completion rates, suggesting limited influence. Similarly, the lack of school uniform was not a significant determinant, highlighting the need for a holistic approach to address diverse challenges faced by female students in Buikwe District. In conclusion, the study illuminated the nuanced dynamics influencing the completion rates of the girl child in Buikwe District's USE Schools, with implications for education policies and interventions. Recommendations include targeted interventions addressing school-related factors and financial constraints faced by families, emphasizing the importance of a multifaceted approach to enhance the completion rate of the girl child.

This retrospective study, centered on Buikwe District, Uganda, explores historical impediments to the completion rates of girl children in Universal Secondary Education (USE) schools. Within the broader global context that recognizes education's pivotal role in societal growth, the research delves into persistent challenges stemming from social-cultural norms, notably conflicts with teachers and sexual harassment, hindering the successful educational trajectory of girls in Buikwe District. Despite concerted global efforts to bridge gender disparities, intricate interactions between these factors persist, contributing to consistently high dropout rates among female students and impeding the strides towards gender parity and empowerment. Employing a descriptive survey research design with qualitative methods, the study reveals disparities in perceptions between teachers and female dropouts regarding the impact of conflicts with teachers on completion rates. It also emphasizes a consensus on the lack of influence of the proportion of girl dropouts to the number of female teachers on completion rates, while underscoring the concerning influence of sexual harassment. In conclusion, the findings highlight the imperative for targeted interventions, including comprehensive teacher training programs and the strict implementation of anti-sexual harassment policies within schools, to create a safer and more supportive learning environment, ultimately fostering improved completion rates for the girl child in Buikwe District.

In this study, we explored the historical implications of gold mining activities on child education in Uganda, specifically focusing on Tiira Mawero gold mines in Busia District. Utilizing a quantitative research design, we employed simple random and snowball sampling techniques, collecting data through questionnaires with closed and open-ended questions from 140 respondents. The study aimed to identify reasons behind children's involvement in gold mining, analyze the effects of illegal gold mining on children's education, and propose practical ways to reduce children's participation in gold mines. Results indicated that poverty (53.6%) was the primary driver, emphasizing the economic necessity for children to contribute to family income. Lack of education (32.1%), family influence (14.3%), and limited job opportunities (7.1%) were also significant factors influencing children's engagement in gold mining. The correlation analysis revealed a strong negative relationship between illegal gold mining and education (-0.358**), emphasizing the adverse impact on children's educational attainment. The model estimation suggested that 25.7% of variations in children's education could be explained by their participation in illegal gold mining activities. Practical ways to reduce children in gold mines included strengthening law enforcement (57.1%), providing scholarships and education opportunities (46.4%), creating alternative livelihoods (28.6%), and community awareness programs (17.9%). These findings underscore the urgent need for targeted interventions addressing the root causes of child labor in gold mines, particularly the socio-economic challenges faced by families. The negative correlation between illegal gold mining and education raises significant concerns about the potential long-term consequences on the development and well-being of these children, highlighting the profound linkages between poverty, limited educational opportunities, and children's engagement in hazardous labor. To effectively combat child labor in gold mines, integrated socio-economic interventions addressing poverty and limited educational opportunities are crucial. Government agencies, NGOs, and community stakeholders should collaborate to design and implement programs focused on poverty alleviation and economic empowerment. Public awareness campaigns are essential to educate communities about the legal implications of involving children in mining and to encourage reporting of violations.

The purpose of this study was to investigate the impact of poverty on the students' education enrollment in secondary schools specifically in kyalulangira Sub County in Rakai district. The study was guided by the following objectives; To determine the effect of family poverty on students' academic enrollment, to determine other factors on academic enrollment and to identify the solutions to reduce poverty in kyalulangira subcounty. The study adopted a descriptive survey since it involved some administrators from various schools in kyalulangira subcounty in Rakai district to examine the impact of poverty on students' education enrollment in secondary schools. The targeted population of the study comprised of 96 respondents of which 80 turned in that involved headteachers, teachers, parents and students. Purposive sampling technique was used in selection of respondents. Data collection was carried out using descriptive survey, structured questionnaires and interviews. The data were presented in form of tables, percentages, frequency distribution and descriptive statistics. The findings of the study showed that the impact of poverty had negative significant on the students' education enrollment in secondary schools. The study recommended further research on other modern techniques of farming to the people of the area since farming is their main source of income in order to combat poverty in the area of study.