UMU Institutional Repository
The Uganda Martyrs University Institutional Repository (UMU-IR) preserves research output from the Uganda Martyrs University community
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citations to 1,131 UMU-linked works (OpenAlex)
Estimated human use, robots removed. Figures as at 27 October 2026.
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Recent Submissions
Corporate governance mechanisms and financial reporting quality
(Virtus Enterpress, 2026-01-09) Etengu Robert Oguti; Gwokyalya Sonko; Ebwonyu Rockfell; Opio Peter Paul; Odongo Bonny; Abongo Richard
This study seeks to investigate the effect of corporate governance (CG) mechanisms on the financial reporting quality (FRQ) of quoted manufacturing firms at the Uganda Securities Exchange (USE). The study uses a questionnaire survey and interviews with wide groups of stakeholders from the quoted manufacturing firms to collect data from a sample of 150 respondents. We find that ownership structure (OS) has a significantly positive effect on FRQ. In addition, a positive, insignificant effect was established between board characteristics (BC) and FRQ. Furthermore, our findings show that audit committee (AC) characteristics have a significantly positive effect on FRQ. Based on our findings, we conclude that OS and AC characteristics enhance the FRQ of the quoted manufacturing firms. It can also be concluded that the BC examined in this study positively and insignificantly affects FRQ. The study contributes to knowledge on the effect of CG mechanisms on FRQ in a relatively unexplored context of quoted firms in a developing country. The findings also have implications for regulators, standard-setters, and investors who are interested in promoting effective CG mechanisms and the value relevance of financial reporting.
Susceptibility, change and drivers of riverine gullies in an Afromontane agroecosystem
(Springer Nature, 2026-10-01) Claire Nabatta; Bernard Barasa; Cosmas Wacal; Abubaker Mugirya
Riverine gully erosion threatens agricultural productivity, infrastructure, water resources, and livelihoods in steep tropical agroecosystems, yet catchment-scale evidence that integrates field-measured gully morphology, susceptibility modelling, temporal change, and community-perceived drivers remains limited This study assessed the susceptibility, distribution of severity, change, and community-perceived drivers of riverine gully erosion in the Lwakhakha sub-catchment of eastern Uganda. The geometries of 25 gullies were measured using Real-Time Kinematic (RTK) positioning, and geocoded gully locations were integrated with soil characteristics, slope, elevation, geology, rainfall, and Normalised Difference Vegetation Index (NDVI) datasets. A total of 380 households were randomly selected and interviewed using semi-structured questionnaires. The results of this study revealed that gully erosion occurred across three severity classes (high, moderate, and low), with gullies occupying a total area and volume of 209,116 m2 and 260 m, respectively. The best predictors of riverine gully erosion were slope, elevation, and NDVI. Changes in gully erosion indicated that gullies are actively increasing in both area and volume, and the perceived major drivers were slope steepness, erratic rainfall, soil type, weak underlying geology, absence of vegetation cover, deforestation, poorly constructed roads, and the land tenure system (P < 0.05). Community responses identified interacting physical, economic, and social drivers, particularly slope steepness, intense rainfall, soil and geological conditions, vegetation loss, deforestation, road drainage, poverty, and land-tenure constraints. The combined evidence indicates that gully erosion in the Lwakhakha sub-catchment is a coupled hydro-geomorphic and socio-environmental process. Interventions should therefore prioritise the upper and middle sub-catchments and combine runoff control, vegetation restoration, road drainage management, sustainable land management, and locally appropriate livelihood and tenure measures.
Visualization strategies and teaching Geography to learners with hearing impairment in secondary schools: lessons learnt from Mbale and Lira Districts in Eastern and Northern Uganda
(Springer, Cham, 2026-06-02) Mwesigwa Peter; Kiiza Mark
This study investigated the use of visualization strategies in teaching geography to students with hearing impairment in secondary schools in Mbale and Lira Districts in Uganda. Results of the data analyzed for themes and descriptive statistics in Microsoft Excel revealed that 82% of secondary school students with hearing impairments in these two districts struggled to understand geographical concepts. Application of role-play and visualization in teaching methods enhanced their comprehension, with a 57% improvement in understanding. These results demonstrate the effectiveness of role-play in teaching strategies in enhancing learning among learners with hearing impairments and the need for policy underpinnings to this effect.
Teaching and learning practices at four East African Universities: lessons and experiences from the TESCEA project
(Springer, Cham, 2026-06-02) Bwegyeme Kobusingye Jacinta; Namuli Josephine
Over time, teaching and learning practices in higher education have been characterized by didactic, teacher-centered approaches. Subsequently, the need to use active learning methods that meet the twenty-first-century skills expectations led to the birth of the Transforming Employability for Social Change in East Africa (TESCEA) Project. The aim of the project was to promote transformative learning that, among others, enhances teachers’ knowledge about critical thinking concepts, teaching for critical thinking, and gender responsiveness. Experiences and lessons that emerged from the project show that active learning strategies create a reflective environment that challenges previously held assumptions. We recommend a long-term study to assess the impact of applying active learning strategies, such as those that were promoted by TESCEA, on teachers’ ability to promote transformative learning.
Scoping review of knowledge on digital uptake in educational institutions in Uganda
(Springer, Cham, 2026-06-02) Tongu Alex Alison; O'dama Modest Kayi
Digital literacy skills and competencies are crucial in the management of information and improvement of pedagogical practices in educational institutions. In this paper, we conducted a scoping review and present a summary of the state of existing knowledge on digital uptake among institutions in Uganda, with particular focus on educational institutions. The findings show there is a diversity of digital resources in use and challenges underpinning their promotion, including among others, elderly managers having challenges with knowledge acquisition and application of ICT in operations, resource constraints limiting educational institutions from transitioning to digital management systems. An in-depth study is required to provide information to enable design and implementation of strategies that would intensify digital uptake in the management of educational institutions in Uganda.