The Metropolitan Journal of Academic Multidisciplinary Research (MJAMR) is a peer-reviewed online journal published monthly. The ISSN for the MJAMR Digital Library is ISSN: 3006-4384 (Online). MJAMR focuses on enhancing research capability across different fields and is indexed in notable academic databases.
Browse the latest peer-reviewed publications from Metropolitan International University Journals.
Authors: Nabwami Grace Florence
Published on 01 Jan 1970
This study examined the relationship between garden exploration and students' academic performance in selected secondary schools in Mukono District, Uganda. Grounded in and Guided by John Dewey's Experiential Learning Theory, the research adopted a mixed-methods approach that combined correlational design with qualitative inquiry. Data were gathered from 264 respondents who were students and school stakeholders using structured questionnaires and semi-structured interviews.
Authors: Akamwesiga Godwin
Published on 01 Jan 1970
The study investigated the influence of staff training and development on service delivery and organizational capacity at All Saints Church, Nakasero, Kampala. Employing a cross-sectional survey design, data were collected from 114 respondents including clergy, staff members, and volunteers. The findings demonstrated that systematic training interventions significantly enhanced service quality, with 83.
Authors: Nabwami Grace Florence
Published on 01 Jan 1970
This study analysed the relationship between sports participation and students’ academic performance in selected secondary schools in Mukono District, Uganda. It was founded on Dewey’s theory of Experiential Learning. The investigation adopted a mixed-methods approach that combined correlational design with qualitative inquiry.
Authors: Shumon Yem Gimson.
Published on 01 Jan 1970
The study examined the impact of information technology on the efficiency of Nigeria's banking system, with a specific focus on the Bank of Industry, Kaduna State. The study adopted the Technology Acceptance Model (TAM) as its theoretical framework. The study utilized a mixed-method design, specifically a survey and documentary research design.
Authors: Asiimwe John Stephen
Published on 01 Jan 1970
Gender-based violence (GBV) against primary school girls represented a pervasive human rights violation and public health crisis undermining educational access, learning outcomes, physical health, and psychological well-being across Uganda. Despite constitutional guarantees of children's rights and government commitments to eliminating genderbased violence, girls in primary schools continued experiencing multiple forms of violence including sexual harassment, physical punishment, verbal abuse, early forced marriage, and sexual assault both within school premises and surrounding communities. Namayingo Town Council in Namayingo District, located along Uganda's border with Tanzania in the eastern region, faced particularly acute GBV challenges due to cultural practices condoning early marriage, poverty driving transactional relationships, fishing community dynamics facilitating exploitation, and limited protective infrastructure.
Authors: Balisanyuka Paul Mulunzi
Published on 01 Jan 1970
The study examined the utilization of the Electronic Fiscal Receipting and Invoicing Solution (EFRIS) and its effects on the financial performance and operational efficiency of small and medium-sized enterprises (SMEs) in Kampala, Uganda. A cross-sectional survey was conducted among 320 SMEs across the five divisions of Kampala, collecting data on EFRIS awareness, adoption, and usage, as well as indicators of financial performance and operational efficiency. Descriptive statistics, ANOVA, and regression analyses were employed to analyze the data.
Authors: Balisanyuka Paul Mulunzi
Published on 01 Jan 1970
The study examined the utilization of the Electronic Fiscal Receipting and Invoicing Solution (EFRIS) and its effects on the financial performance and operational efficiency of small and medium-sized enterprises (SMEs) in Kampala, Uganda. A cross-sectional survey was conducted among 320 SMEs across the five divisions of Kampala, collecting data on EFRIS awareness, adoption, and usage, as well as indicators of financial performance and operational efficiency. Descriptive statistics, ANOVA, and regression analyses were employed to analyze the data.
Authors: Balisanyuka Paul Mulunzi
Published on 01 Jan 1970
The study examined the adoption of the Electronic Fiscal Receipting and Invoicing Solution (EFRIS) and its influence on the financial performance of Small and Medium Enterprises (SMEs) in Kampala, Uganda. Using a quantitative cross-sectional design, data were collected from 310 SME operators across Kampala’s five administrative divisions. Descriptive statistics and Pearson correlation analysis were employed to analyze levels of awareness, adoption, and incentives for EFRIS use, as well as their relationship with SME performance.
Authors: Tweheyo Bright1 , Prof. Edris Kasenene Selugo2
Published on 01 Jan 1970
The study examined the relationship between head teachers' leadership strategies and teachers' preparedness in selected public secondary schools in Kanungu District, Uganda. Effective leadership was recognized as a critical factor in enhancing teacher performance and institutional effectiveness. The study focused on three key leadership strategies: instructional leadership, transformational leadership, and participatory leadership, and their influence on teachers' lesson planning, classroom management, and professional development preparedness.
Authors: Tweheyo Bright1 , Prof. Edris Kasenene Selugo2
Published on 01 Jan 1970
The study examined the relationship between head teachers' leadership strategies and teacher content mastery in selected public secondary schools in Kanungu District, Uganda. Content mastery, defined as teachers' comprehensive understanding of subject matter, pedagogical content knowledge, and ability to translate curriculum into meaningful learning experiences, and was recognized as fundamental to effective teaching. The study investigated how instructional leadership, transformational leadership, and participatory leadership strategies employed by head teachers influenced teachers' depth of subject knowledge, curriculum understanding, and continuous content updating in their respective teaching areas.