Nkumba University Institutional Respository (NKUIR)

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This community contains collections about books and book chapters written by Nkumba University students and staff from their respective faculties.
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This section serves as the ultimate proving ground in higher education. While they target different academic levels, they share immense importance for education, career, and the wider world.
Research Articles and Journals

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Influence of social support on students’ academic achievement in Uganda: a case of selected primary schools in Rupa sub county, Moroto district, Uganda.
(Nkumba University, 2026-10) Iyamet, Rose
This study examined the relationship between social support and students’ academic achievement in selected primary schools within Rupa Sub County, Moroto District, Uganda.. The study was guided by three objectives namely: to examine the relationship between parental /caregivers support and students’ academic achievement in primary schools, to assess the relationship between teacher’s support and student academic achievement in primary schools, to examine the influence of UPE policy on social support and student academic achievement in Rupa Sub-county, Moroto District, Uganda. The study was anchored in the Social Capital Theory (Pierre Bourdieu, 1986) and the Attachment theory (John Bowlby, 1969). A descriptive correlational research design was employed, targeting parents/caregivers, teachers and student leaders of selected primary schools. Data were collected using questionnaires from parents/caregivers and teachers while interviews were conducted for the District Education Officer, (DEO), and the District Inspector of Schools (DIS) and Head teachers as key informants. Additionally, FGDs were conducted for student leaders. Quantitative data were analyzed using descriptive statistics, correlation, and regression analysis, while qualitative data were subjected to thematic analysis. Findings for objective one revealed that there was a positive significant relationship between parental/caregiver support and students’ academic achievement in primary schools, indicated by a correlation coefficient of r = 0.65, p < 0.01. This suggests that higher levels of parental and caregiver support are associated with better academic performance among students, with support explaining approximately 42% of the variance in academic achievement (since R² = 0.4225). For objective two, it was revealed that there was a moderate positive significant relationship between teachers’ support and students’ academic achievement, as evidenced by a correlation coefficient of r = 0.48, p < 0.01, accounting for about 23% of the variance in student achievement based on the regression analysis and Objective three findings indicated a moderate significant influence of UPE policy on social support and student academic achievement, as shown by the regression analysis where UPE policy explained R² = 0.36 (36%) of the variance in social support and academic achievement (β = 0.60, p < 0.01). This demonstrates that the implementation and effectiveness of UPE policy have a substantial positive impact on both social support mechanisms and students’ academic performance in primary schools. The study recommended that there is need to uphold and strengthen parent/caregivers participation through support mechanisms of academic day school visitations, sports and cultural day activities is vital for improving academic achievement in rural primary schools. The recommendations increased parental, capacity building for teachers in psychosocial support, peer-support initiatives, and greater community-school collaboration.
Financial inclusion and household welfare in refugee camps in Uganda a case study of rhino settlement camp
(Nkumba University, 2026-10) Sadia, Edita Robert
The study examined the relationship between financial inclusion and household welfare of refugees in Rhino Settlement Refugee Camp. The objectives were to examine the effect of financial accessibility, financial technology, and financial literacy on household welfare. The study adopted a mixed methods approach using a concurrent design, with a case study strategy and cross-sectional design. The target population was 320 respondents, from which a sample of 178 was determined using Slovin’s formula. Probability sampling, including simple random sampling, and non-probability purposive sampling were used. Data were collected using questionnaires, interviews, and documentary review and analyzed using SPSS version 26 through descriptive statistics, correlation, regression, ANOVA, and hypothesis testing, while qualitative data were analyzed thematically and triangulated with quantitative findings. The study concludes that financial accessibility, financial technology, and financial literacy have strong, positive, and statistically significant effects on household welfare. Descriptive findings indicated that financial inclusion enhanced income generation, food security, healthcare access, education, self-reliance, entrepreneurship, and overall socio-economic well-being. Inferential results confirmed significant positive relationships between household welfare and financial accessibility (r = 0.762, p < 0.001), financial technology (r = 0.733, p < 0.001), and financial literacy (r = 0.741, p < 0.001), with regression results further indicating that each variable was a significant predictor of household welfare. All null hypotheses were rejected. The study recommends strengthening partnerships among government agencies, particularly OPM, UNHCR, financial institutions, mobile network operators, NGOs, and development partners to expand access to affordable and appropriate financial services for refugees.
Influence of echnical and Vocational Education and Training (TVET) programs on community development in Uganda: a caes of Mubende municipality, Mubende district.
(Nkumba University, 2026-09) Tuhumwire, Innocent
This study investigated the influence of Technical and Vocational Education and Training (TVET) programs on community development in Mubende Municipality, Uganda. Employing a mixed-methods approach, the research analyzed quantitative data from structured questionnaires and qualitative insights from key informant interviews to assess how technical skills training, entrepreneurship development, and industrial apprenticeships contribute to household income, social infrastructure, and social stability. The sample comprised 240 respondents, including TVET graduates, community members, industry partners, and officials, selected through stratified, systematic, and purposive sampling techniques. Quantitative analysis using SPSS revealed a significant positive relationship between each TVET component and community development indicators. Specifically, technical skills training demonstrated the strongest influence, with a correlation coefficient of 0.672 (p<0.001) and accounting for 45.2% of the variance in community development. Similarly, entrepreneurship development and apprenticeships showed moderate but significant correlations (r=0.588 and r=0.610, respectively). Regression analyses further confirmed the predictive strength of these variables. Qualitative data corroborated these findings, highlighting how practical skills enable graduates to improve local infrastructure, establish small enterprises, and reduce youth idleness and delinquency. The study concludes that TVET programs significantly enhance household income, strengthen social infrastructure, and promote social cohesion and stability within Mubende. However, challenges such as resource constraints, limited industry linkages, and inadequate funding remain. The findings advocate for increased government and private sector investment in modernizing training facilities, establishing financial support mechanisms, and formalizing industry partnerships. The study contributes to understanding the localized impact of TVET on community development and offers policy recommendations for aligning vocational training with socio-economic needs in similar peri-urban Ugandan contexts. It underscores the vital role of comprehensive TVET strategies in fostering sustainable community growth and resilience.
Social media and social cohesion in Uganda: a case of TikTok use in Mbarara City in Uganda.
(Nkumba University, 2026-06) Ainebyona, Daniel
This study examined the relationship between social media and social cohesion in Uganda, focusing on TikTok use in Mbarara City. Specifically, the study evaluated how often people consume TikTok content, assessed how they interact with TikTok content, and examined the perceived influence of TikTok on social cohesion. Guided by the uses and Gratifications Theory, the study adopted a quantitative-dominant approach supplemented by qualitative interviews. The study was conducted in Mbarara City, Western Uganda, covering the period 2020–2025. Data were collected from residents of Mbarara City using questionnaires and interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that TikTok is highly consumed among residents, particularly young people, and has become integrated into their daily routines. Respondents reported high levels of daily usage, including viewing TikTok content during work or study hours (M = 3.85), daily TikTok use (M= 3.80), late-night browsing (M = 3.75), watching content from local and international creators (M=3.70), and regularly following TikTok trends (M = 3.65). Qualitative findings confirmed that TikTok has become a major source of entertainment, information sharing, cultural exchange, and social interaction among residents of Mbarara City. The study further established that people in Mbarara City interact actively with TikTok content through viewing, liking, commenting, sharing, creating videos, and participating in trends. High interaction levels were reflected in mean scores for spending more than one hour per day on TikTok (M = 4.00), opening the application multiple times daily (M=3.85), engaging with local and international creators (M = 3.70), and watching videos during social gatherings (M = 3.60). Regarding social cohesion, respondents perceived TikTok as having both positive and negative influences. The platform was viewed as helping people feel more connected (M = 3.50), promoting understanding among different social groups (M = 3.04). However, respondents were less convinced that TikTok encourages community participation (M = 2.30), while many agreed that it can sometimes cause conflicts or disagreements within the community (M= 3.77). The overall positive influence of TikTok on social cohesion recorded a moderate meanscore (M = 2.94). The study concludes that TikTok plays a significant role in strengthening social connectedness, cultural identity, and communication among residents of Mbarara City, although its contribution to active community participation remains limited and is moderated by risks associated with misinformation and online conflicts. The study recommends promoting digital literacy, responsible social media usage, ethical content creation, and constructive online engagement to maximize the positive contribution of TikTok to social cohesion in Mbarara City and Uganda at large.
Communication approaches for addressing land conflicts in Uganda: a case study of lira district local government.
(Nkumba University, 2026-10) Alum, Solome
This study examined communication approaches used by Lira District Local Government in addressing land conflicts in Lira District, Uganda. The study was guided by three objectives: to identify the communication approaches used in addressing land conflicts, assess their effectiveness, and examine factors influencing their effectiveness. A descriptive research design using a mixed-methods approach was adopted. Data were collected from 77 respondents, including 30 questionnaire respondents, 19 key informants, and 3 focus group discussions. Questionnaires, key informant interviews, and focus group discussions were used as data collection methods. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed thematically. The findings revealed that community dialogue meetings, mediation, clan meetings, religious gatherings, Local Council meetings, and radio programmes were the main communication approaches employed in addressing land conflicts. Mediation and community dialogue emerged as the most preferred approaches because they promote participation, negotiation, reconciliation, and peaceful settlement of disputes. The study further established that communication approaches contribute to improved understanding, reduced tensions, and strengthened relationships among disputing parties. However, their effectiveness is affected by factors including inadequate resources, political interference, low literacy levels, cultural norms, power imbalances, and limited awareness of land rights and conflict resolution mechanisms. The study concludes that participatory communication approaches are essential for sustainable land conflict resolution because they encourage dialogue, inclusion, and consensus-building among stakeholders. The study recommends strengthening community dialogue platforms, increasing support for peacebuilding activities, enhancing public sensitization on land rights, building the capacity of local leaders and mediators, and promoting collaboration among government institutions, cultural leaders, religious institutions, civil society organizations, and communities to improve land conflict management