Metropolitan Journal of Academic and Applied Research

Metropolitan Journal of Academic and Applied Research (MJAAR)

The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research.

Latest Articles

Browse the latest peer-reviewed publications from Metropolitan International University Journals.

The Interplay of Co-Curricular Activities, Student Age, and School Rules on Student Discipline in Ugandan Secondary Schools: A Proposed Linear Model

Authors: Musiimenta Nancy1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

Background: Student discipline remains a persistent challenge in Ugandan secondary schools, affecting academic performance, school climate, and educational quality. While co-curricular activities, student age, and school rules have been independently examined as influences on behavior, their interactive effects remain underexplored in Sub-Saharan African contexts. Objective: This study examined the interplay of co-curricular activities, student age, and school rules in predicting student discipline among secondary school students in Uganda through development and validation of a comprehensive linear model.

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Forged in the Fire: The Productive Struggle of Uganda's CBC Implementation as a Catalyst for a Brighter Educational Future

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2

Published on 01 Jan 1970

This mixed-methods study examined the implementation challenges of Uganda's Competency-Based Curriculum (CBC) as productive struggles that could catalyze educational transformation. Employing a convergent parallel design, the research was conducted across 45 purposively selected primary schools in five districts representing diverse geographical regions, with a sample of 450 participants comprising 270 teachers, 45 head teachers, 90 education officials, and 45 Parent-Teacher Association representatives, providing 80% statistical power to detect medium effect sizes. Quantitative data were collected using validated questionnaires measuring implementation challenges, adaptive strategies, teacher competence, and implementation effectiveness, while qualitative data were gathered through focus group discussions, semi-structured interviews, classroom observations, and document analysis.

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Navigating the Implementation Labyrinth: A Critical Analysis of the Competency-Based Curriculum in Uganda's Lower Secondary Education

Authors: Ahumuza Audrey1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

This study critically analyzed the implementation of the Competency-Based Curriculum (CBC) in Uganda's lower secondary education system, focusing on teacher preparedness, resource adequacy, and assessment alignment as key determinants of implementation success. Employing a mixed-methods research design, the study collected data from 385 teachers, 60 head teachers, 30 curriculum developers and education officers, and 800 students across 45 randomly selected secondary schools in five districts representing urban, peri-urban, and rural settings. Sample size determination using G*Power software with 80% statistical power, 0.

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The Elusive Quest for Quality: A Historical Analysis of Education Reforms in Uganda (1922-2025)

Authors: Dr. Ariyo Gracious Kazaara1 , Dr. Arinaitwe Julius2

Published on 01 Jan 1970

This study conducted a comprehensive historical analysis of education reforms in Uganda from 1922 to 2025 to examine why quality improvement remained elusive despite sustained reform efforts spanning over a century. Employing a mixed-methods convergent parallel design, the research collected quantitative data from 384 key informants including policymakers, teachers, and education officers selected through stratified random sampling, and qualitative data from 45 in-depth interviews and 8 focus group discussions with education stakeholders selected through purposive sampling, complemented by documentary analysis of 156 policy documents, education acts, and commission reports. Data analysis utilized descriptive statistics, one-way ANOVA with post-hoc Tukey tests, multiple regression analysis, chi-square tests, and thematic analysis to address three specific objectives: identifying major reform initiatives across political periods, assessing reform outcomes on quality indicators, and examining systemic challenges hindering effectiveness.

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Bridging the Gap or Building on Sand? A Critical Analysis of Skill Identification in Uganda's CompetencyBased Curriculum

Authors: Musiimenta Nancy1 , Ahumuza Audrey2

Published on 01 Jan 1970

This study critically analyzed skill identification processes in Uganda's Competency-Based Curriculum to determine whether the reform genuinely bridged gaps between education and labor market demands or merely built impressive structures on unstable conceptual foundations. Employing a convergent parallel mixed-methods design, the study surveyed 385 stakeholders including teachers, employers, curriculum developers, and education officials, conducted 24 key informant interviews, facilitated four focus group discussions, and analyzed curriculum documents. The research examined three core objectives: methodologies and stakeholder engagement in skill identification, alignment between identified skills and socio-economic demands, and clarity and implementability of skills.

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Beyond Brick and Mortar: Addressing the Agricultural Skills Gap in Uganda's Youth Employment Strategy

Authors: Musiimenta Nancy1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Uganda's youth employment strategy has predominantly emphasized urban-based formal sector jobs, overlooking agriculture's potential to absorb the growing youth population despite the sector's contribution of 24% to GDP and employment of 70% of the workforce, creating a significant agricultural skills gap that perpetuates youth unemployment and rural-urban migration. Objective: This study assessed the agricultural skills gap among Ugandan youth and developed recommendations for integrating agricultural competency development into the national youth employment strategy. Methods: A convergent parallel mixed-methods design was employed across six districts (Kampala, Wakiso, Mbale, Gulu, Mbarara, and Lira) involving 420 youth aged 18-35 years selected through multistage cluster sampling.

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Research Framework: Aesthetic Veil: Digital Persona, Psychological Distress, and the Looming Social Crisis Among Uganda's Generation Z

Authors: Dr. Arinaitwe Julius1 , Asiimwe Isaac Kazaara2

Published on 01 Jan 1970

Background: Uganda's Generation Z (born 1997-2012), representing 23% of the population, has grown up with unprecedented digital connectivity, creating carefully curated online personas that often mask authentic psychological experiences. With youth unemployment exceeding 13% and limited mental health infrastructure (fewer than 50 psychiatrists for 45 million people), the intersection of socioeconomic pressures and digital performance demands creates conditions for potential mental health crisis. Objective: This study examined the relationship between aesthetic digital persona construction and psychological distress among Generation Z in Uganda, identifying moderating factors and assessing implications for potential social crisis.

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Beyond the Fashion of 'Local': Critiquing the Primacy of Local Materials in Uganda's Competence-Based Curriculum for Secondary Schools

Authors: Asiimwe Isaac Kazaara1 , Musiimenta Nancy 2

Published on 01 Jan 1970

Background: Uganda's competence-based curriculum mandates prioritization of locally available materials in secondary education, premised on assumptions of enhanced contextual relevance, reduced costs, and improved accessibility. However, the pedagogical effectiveness and equity implications of this policy remain critically unexamined. Objective: This study critically examined the implications of prioritizing local materials in Uganda's CBC implementation, specifically analyzing teachers' experiences and challenges, assessing relationships between local materials usage and competency development, and examining effects on educational equity and global preparedness.

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Attracting the Vibe: Strategies for Engaging Ugandan Gen Z in Business and Agriculture Sectors

Authors: Asiimwe Isaac Kazaara1 , Ahumuza Audrey2

Published on 01 Jan 1970

Background: Uganda's Generation Z (born 1997-2012) represents a critical demographic dividend for economic transformation, yet remains significantly underrepresented in business and agriculture sectors despite these sectors' centrality to national development. Traditional engagement approaches have yielded limited success, necessitating evidence-based strategies aligned with Gen Z's unique characteristics, motivations, and aspirations. Objective: This study examined effective strategies for attracting and engaging Ugandan Gen Z in business and agriculture sectors by identifying their motivations, assessing barriers, and developing tailored intervention approaches.

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Fostering Critical Thinkers or Efficient Doers? An Analysis of the "Why" Question in Uganda's CompetencyBased Curriculum

Authors: Dr. Arinaitwe Julius, Musiimenta Nancy

Published on 01 Jan 1970

knowledge-centered to skills-oriented learning, explicitly advocating for learner-centered approaches that promote critical thinking and higher-order cognitive skills. Objective: This study critically analyzed the extent to which Uganda's CBC fosters critical thinking through integration of the "why" question versus emphasizing practical competency development, assessing the balance between producing critical thinkers and efficient doers in curriculum design, instructional practices, and assessment mechanisms. Methods: A convergent parallel mixed-methods design was employed across 45 purposively selected schools in urban, peri-urban, and rural settings.

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