This study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening communityschool interaction programmes to help improve attendance in UPE schools.
The study examined how parent involvement in child education influences students' academic performance in secondary schools in Tororo district, Uganda, with parents' socioeconomic status as the control variable. The comparative research design was employed with a sample of 360 students from eight denominational schools. The Parent Involvement Guide (PIG) was used to collect data and quantitative data analysis indicated that parent involvement in child education positively influences students' academic performance. There are differences in students' academic performance among different denominational schools with Moslem schools performing least with low parent involvement in child education, and Catholic schools performing highest with high parent involvement in child education. Parent involvement in child education is higher at home than in the school. Thus, parents are encouraged to get involved in child education and there is need to encourage schools to focus their values-orientations on increasing students' academic performance.
In order to chant John Stuart Mill’s Utility Theory in Service Delivery, this study focuses on the quality of student support in Postgraduate Education at Makerere University’s College of Education and External Studies (CEES). Using 50 Masters’ and Doctoral Student respondents, the study investigated an alleged gap between students’ expectations and experiences of service quality in Postgraduate programs offered by the College. Four dimensions play a cardinal role in the measurement of student support service quality in postgraduate education, namely supervision support, infrastructure, administrative support, and academic facilitation. The 4-dimensions are student dissatisfiers necessitating interventions to improve quality. From the Step-Wise Regression computations, support supervision and administrative support are the most important determinants of quality postgraduate support. As recommendations, support supervision and administrative support must be targeted as drivers of quality student support at this level. The Utilitarian Theory, if well-integrated, provides moral bounds in which quality support systems could be optimally scaled up.
Often times, contemporary health and epidemiological practices ignore indigenous information on HIV prevention. Colonial hegemony tends to replicate indigenous knowledge bases as primordial, superstitious, and lacking vivid scientific explanation to qualify the test for medical diagnostic study. Using an information science viewpoint and an anti-colonial discursive theory, this paper challenges the skewed discernment that it is only Western knowledge production that is considered legitimate knowledge. The authors argue that indigenous HIV/AIDS information exists and can be integrated into the curriculum to complement Western knowledge paradigms on adolescent HIV prevention.
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