This study aimed to examine the relationship between fishing activities and academic achievement in Kitumba SubCounty, Kabale District, with a specific focus on Lake Bunyonyi. The primary objectives were to assess the extent of fishing activities, evaluate the level of academic achievement among learners, and determine the impact of fishing activities on students' academic performance. Using a mixed-methods approach, the study collected both qualitative and quantitative data from a sample of 200 students and 100 parents in the region. Data were analyzed using multiple logistic regression, with the dependent variable being academic achievement (measured through final examination results) and the independent variables including fishing involvement, parental education, household income, and school attendance. The results of the regression analysis revealed a statistically significant negative relationship between extensive involvement in fishing activities and academic performance. Specifically, the regression coefficients indicated that students who spent more time engaging in fishing were less likely to perform well academically (p<0.05). Factors such as higher school attendance and parental education were positively associated with better academic outcomes. The odds ratio for school attendance suggested that students who attended school more regularly had significantly higher chances of academic success compared to their peers with inconsistent attendance. In contrast, household income derived from fishing did not show a substantial direct correlation with academic performance, indicating that the time spent on fishing activities rather than financial resources was the primary limiting factor for students' education. Based on the findings, it was concluded that fishing activities, while essential for economic sustenance, had a detrimental effect on the academic achievement of students. The study emphasized that a balance between economic activities and education is crucial for promoting academic success. Key recommendations included promoting flexible fishing schedules, enhancing parental involvement in education, providing after-school academic support, and offering scholarships for students from fishing families. Additionally, fostering sustainable fishing practices and diversifying income sources through alternative livelihoods were suggested as ways to alleviate the negative impact of fishing on education.

The study examined the effect of head teachers’ transactional leadership style on the teachers’ job commitment in primary schools in Bundbuyo district, Uganda. A total of one hundred and forty-seven (147) respondents including 7 head teachers and 140 teachers were selected. The research instrument used to collect data for the study was questionnaire and the study used quantitative data analysis technique. Reliability of the instrument was established with the use of pilot study and the value of 0.983 and validity was determined through face and content validity with a CVI value of 0.825. One hundred and forty-seven (147) sets of questionnaire were administered to head teachers and teachers in the seven (7) selected government primary schools in Bundbuyo district. However, ninety (95) sets of questionnaire were returned. Data were analyzed using descriptive statistics and inferential statistics including Pearson correlation coefficients and regression analysis with the aid of Statistical Package for Social Sciences (SPSS). The study showed a significant positive relationship between transactional leadership styles and teachers’ job commitment. Basing on the findings, the study therefore recommends that the head teachers should also have their own visions and development plans for teachers, working in groups and champion team work Spirit.

The study investigated the relationship between head teachers’ transformational leadership styles and teachers’ job commitment. A total of one hundred and forty-seven (147) respondents including 7 head teachers and 140 teachers were selected. The research instrument used to collect data for the study was questionnaire and the study used quantitative data analysis technique. Reliability of the instrument was established with the use of pilot study and the value of 0.983 and validity was determined through face and content validity with a CVI value of 0.825. One hundred and forty-seven (147) sets of questionnaire were administered to head teachers and teachers in the seven (7) selected government primary schools in Bundibugyo district. However, ninety (95) sets of questionnaire were returned. Data were analyzed using descriptive statistics and inferential statistics including Pearson correlation coefficients and regression analysis with the aid of Statistical Package for Social Sciences (SPSS). The study showed a significant positive relationship between head teachers’ leadership styles and teachers’ job commitment. Basing on the findings, the study therefore recommends that there should be transformational leadership behavior leading to higher teacher job commitment.

This study examined the impact of external funding and resource allocation on the implementation of education policies and the delivery of quality education in the Palorinya Refugee Settlement in Uganda. The research utilized a mixed-methods approach, combining qualitative interviews with education stakeholders, surveys with teachers and students, and document analysis of funding reports. Findings revealed that external funding significantly contributed to improving educational infrastructure, providing learning materials, and enhancing teacher training programs. However, issues such as delayed disbursement of funds, misalignment between allocated resources and local needs, and inadequate monitoring mechanisms hindered the effective implementation of education policies. The study found that while external funding increased the availability of educational resources, it was insufficiently aligned with the settlement’s specific educational needs, leading to disparities in educational quality across different schools within the settlement. The conclusion of the study was that although external funding played a crucial role in the education system in Palorinya, resource allocation must be more strategically managed to enhance the long-term sustainability and effectiveness of education interventions. Moreover, education policies should integrate more community participation and be adapted to the evolving needs of refugees. There should be improvement on the efficiency of resource allocation to ensure that funds are directed toward the most pressing needs.

The study was conducted to establish the influence of part time teachers towards inconsistent students’ academic performance and it was conducted in selected secondary schools in Kakoba division, Mbarara City. The study intended to identify the influence part-time teaching staff towards secondary school students’ academic performance, other factors that lead to inconsistence in secondary school students’ academic performance and possible strategies for consistent secondary school students’ academic performance. The researcher used a sample size of 80 respondents was used and these included head teachers, teachers and students. The researcher used both questionnaire and interview guide to collect the required information and the information obtained was arranged following pertinent study objectives. Whereby it was found out that part-time staff increases risks of poor academic assurance, the rising numbers of part-time teachers has negative impact learning of students, part-time teachers are less effective than tenured staff in the areas critical to students’ engagement, preparation and planning of academic programs is extremely difficult with part-time teachers. Several factors were said to lead to inconsistence in students’ academic performance and these included; parental education, family socioeconomic status, teachers teaching experience, availability of instructional materials and teacher-student ratio. The findings indicate that appointment of active student advisers can ensure consistent students’ academic performance, tracking students’ attendance can help ensure consistency in students’ academic performance, enhancing English and communication skills among students, discussion groups, increased participation of students in class work can help in ensuring consistent students’ academic performance among secondary school students. The findings of the study showed that the research questions produced the right information which has made the study a relevant one. In a nut shell, the researcher concludes that inconsistence secondary school students’ academic performance is a result of so many factors not only part-time teaching. Basing on the study findings, the researcher recommended that in secondary schools of Kakoba division, Mbarara City there should be recruitment of more trained counselors to act as mentors to help students know the importance of the education such that they can excel in their academics, teachers should always engage students in active participation in class work as this will help them develop confidence that will in turn lead to consistent academic performance.

This study investigated the effects of physical education (PE) on learners' academic performance in secondary schools, focusing on Kabojja Secondary School. Specifically, the study aimed to explore the relationship between physical education and students’ performance, analyze the contributions of PE to academic outcomes, and examine its relevance to academic achievement. A cross-sectional design was adopted, and data were collected through structured questionnaires administered to students and teachers. Multiple logistic regression analysis was employed to determine significant predictors of academic performance using SPSS and STATA software. The results revealed that regular participation in physical education significantly enhanced students’ academic performance. The odds ratio for the frequency of PE participation was 2.34 (p < 0.05), indicating that students engaged in regular PE were more than twice as likely to perform better academically. Similarly, time spent on PE showed an odds ratio of 1.70 (p < 0.05), demonstrating its positive contribution. Team sports and regular fitness assessments emerged as significant contributors to improved academic outcomes, with odds ratios of 2.15 and 1.89, respectively (p < 0.05). Furthermore, the relevance of physical education as perceived by students showed the highest impact, with an odds ratio of 2.77 (p < 0.01), emphasizing the importance of aligning PE activities with students’ academic and developmental needs. The study concluded that physical education is a critical component of holistic education that significantly influences academic performance. It recommended integrating structured PE programs into the school curriculum, promoting team sports and fitness programs, and enhancing teacher training to maximize the academic benefits of physical education. Awareness campaigns and curriculum reviews were also recommended to foster a positive perception of PE among students.

This study examined the impact of classroom conditions on the quality of education delivery within the Palorinya Refugee Settlement, focusing on critical variables such as the physical environment, resource adequacy, teacher training, class size, and classroom layout. The research utilized both descriptive and inferential statistical analyses, including Pearson correlation and regression analysis, to explore these relationships. Results indicated a significant positive correlation (r = 0.607, p < 0.01) between classroom conditions and quality education delivery, with regression analysis revealing that classroom conditions explained 36.9% of the variance in educational quality (R² = 0.369, F = 65.394, p < 0.001). Respondents strongly affirmed the importance of classroom environments, with 50.9% strongly agreeing on their critical role in enhancing learning outcomes, although variability in opinions was observed regarding resource adequacy and class size. Conclusions emphasized the pivotal role of classroom design, sufficient resources, and trained educators in fostering a conducive learning environment. However, challenges such as overcrowded classrooms, inadequate training for teachers, and limited accessibility to educational resources were identified as barriers to optimal learning outcomes. The findings underscore the importance of addressing these issues through targeted investments and capacity-building initiatives. Recommendations included prioritizing infrastructure improvements to ensure well-ventilated, adequately furnished, and accessible classrooms, alongside consistent teacher training programs tailored to the needs of diverse student populations. Furthermore, policymakers were urged to address class size issues by employing more educators and utilizing flexible classroom arrangements to enhance individual attention. Strengthening collaboration among educational stakeholders was also recommended to foster a more supportive learning environment.

This study examined the relationship between students’ academic discipline and academic performance in public secondary schools in Nakaseke District, Uganda. A descriptive and correlational research design was adopted, utilizing both quantitative and qualitative methods. Data were collected through structured questionnaires from a sample of 186 students and analyzed using SPSS and STATA. The study focused on key aspects of academic discipline, including time management, adherence to schedules, class attendance, and collaboration among peers. The results revealed that 60.2% of respondents agreed that academic discipline positively impacts students’ ability to meet deadlines, while 46.8% strongly agreed that students with clear career goals are more disciplined academically. The findings also showed that adherence to academic schedules improves performance for 39.8% of respondents, though 40.9% expressed skepticism. Moreover, nearly half (48.4%) strongly agreed that lack of discipline in class attendance affects academic achievements. Pearson correlation analysis indicated a moderate positive relationship between academic discipline and academic performance (r = 0.520, p < 0.01), confirming that disciplined students are more likely to perform well academically. The study concluded that academic discipline significantly influences students' academic outcomes, particularly in areas such as time management, attendance, and collaboration. However, variability in responses suggests that other underlying factors, such as personal challenges and institutional structures, may also play a role. Recommendations include integrating career guidance and counseling programs to instill discipline, enhancing adherence to academic schedules through structured timetables, and implementing attendance tracking systems. Further research is recommended to explore longitudinal trends in the relationship between academic discipline and performance, considering social and institutional factors.

This study investigated the relationship between students’ socio-economic factors and academic performance using descriptive and inferential statistics. Data were collected from 186 respondents to assess the influence of family income, socio-economic background, financial aid availability, participation in co-curricular activities, and living conditions on students’ academic outcomes. Results revealed that family income significantly influenced access to academic resources, as supported by a mean score of 2.40 and low variability (S.D = 1.141). Students from low socioeconomic backgrounds were found to struggle with balancing work and study, evidenced by a mean score of 2.38 and high variability (S.D = 2.013). Additionally, financial aid was perceived to improve academic performance, though opinions were divided (mean = 2.89, S.D = 1.758). Socio-economic status also determined participation in cocurricular activities (mean = 2.34, S.D = 1.506), while students’ living conditions were noted to affect their focus on academic tasks (mean = 2.67, S.D = 1.074). The Pearson correlation coefficient (r = 0.759, p < 0.01) demonstrated a strong positive relationship between socio-economic factors and academic performance, indicating that higher socioeconomic status was associated with better academic outcomes. The study concluded that socio-economic disparities significantly affect students’ academic opportunities and outcomes, emphasizing the role of financial resources, parental education, and involvement in fostering academic success. Recommendations include enhancing parental awareness programs to improve engagement in their children’s education, implementing school strategies to foster active parental involvement, and increasing financial aid and material support to bridge socio-economic gaps. These measures aim to create equitable opportunities for students from diverse socio-economic backgrounds.

This study examined the impact of social media usage on the academic performance of secondary school students in Bugweri District, Uganda. The primary objectives were to determine the reasons why students use social media, identify how it can be utilized as an educational tool, and explore the relationship between social media usage and academic performance. A total of 300 students were surveyed using structured questionnaires, and data were analyzed using multiple logistic regression models. The findings revealed that the most common reasons for social media usage were entertainment (32%), communication with peers (27%), and academic-related tasks (24%). Regression analysis indicated a significant negative relationship between excessive social media use for non-academic purposes and academic performance (p < 0.05), suggesting that students who engaged more in leisure activities on social media exhibited lower academic scores. In contrast, students who used social media for educational purposes, such as joining study groups or accessing learning materials, showed improved academic performance (p < 0.01). The study concluded that while social media holds potential as an educational tool, its unregulated use for non-educational activities negatively impacts students' academic performance. Additionally, parental supervision and socio-economic status were found to influence the effective use of social media for academic purposes. Students with higher parental involvement and better socio-economic status were more likely to use social media responsibly, leading to higher academic achievements. Based on these findings, the study recommends that schools incorporate digital literacy programs into their curricula to promote the responsible use of social media for academic purposes. Parents should also be encouraged to monitor and guide their children’s social media usage to ensure it supports their learning.