Browsing by Author "Kibirige, Raymond"

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    Effective use of learning materials and its impact on students' academic performance in secondary schools in Mpigi district, Uganda
    (African Quarterly Social Sciences Review, 2025-06-01) Kibirige, Raymond; Lutalo, Bernard; Saabavuma, Christopher
    The purpose of the study was to establish the effective use of learning materials and its impact on the students’ academic performance in secondary schools in Mpigi District, Uganda. Based on the systems theory, the study adopted the cross-sectional survey research design. The study involved 72 secondary schools in Mpigi District, whereby 7 secondary schools were purposively sampled to participate in the study because the schools had recommendable learning materials; however, stakeholders complained about their academic performance. The study used purposive sampling technique to select 7 headteachers, 7 directors of studies, 48 teachers, and 66 students to participate in the study. Interviews, focus group discussions, observations, and documentary guides were used for data collection. Qualitative data were analyzed thematically. The study found that learning materials are inadequate in Mpigi secondary schools; however, the few resources are effectively used by teachers. Academic performance in Mpigi secondary schools is below the expectations of the stakeholders. This research concluded that learning materials positively impact the academic performance of students in Mpigi District secondary schools. The study recommended that the government of Uganda should support secondary schools with adequate learning materials to improve learners’ academic performance. School administrators should provide teachers with training to enable them to use the available learning materials effectively to help learners achieve better academic performance
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    Misuse of instructional time and its effect on students' academic achievement in secondary schools in Mpigi district, Uganda
    (East African Journal of Education Studies, 2025-07-02) Lutalo, Bernard; Kibirige, Raymond; Namutebi, Edith
    The purpose of the study was to examine the misuse of instructional time and its impact on the academic achievement of students in secondary schools in the Mpigi district, central Uganda. The study adopted a cross-sectional survey research design. The study involved 20 secondary schools in the Mpigi district, where 7 secondary schools were purposively sampled to participate in the study due to their significant role in generating in-depth information on examining the misuse of instructional time and students’ academic achievement. The study used a purposive sampling technique to select 7 headteachers, 7 deputy headteachers, 7 directors of studies, 36 teachers, and 53 students to partake in the study. Interviews, focused group discussions and observation guides were used for information gathering. Thematic analysis was used for qualitative data. The study concluded that teachers and students misuse instructional time in secondary schools of Mpigi. The academic achievement of learners is below the expectations of the stakeholders in secondary schools of the Mpigi district. Misuse of instructional time negatively impacts the academic achievement of students in the Mpigi district secondary schools. The study recommended that school administrators should regularly monitor and supervise both teachers and students in schools to ensure effective use of instructional time. School administrators should also organise seminars for teachers to train them on how to use the instructional time effectively, thereby enhancing the academic achievement of students in secondary schools.