East African Journal of Education Studies https://www.journals.eanso.org/index.php/eajes <p>The East African Journal of Education Studies (abbreviated as EAJES) is a peer reviewed journal that focus on advancing education studies and practices across the globe by documenting and disseminating researches within the scope. The journal places keen interest in how education is carried out at institutional level. Articles ranging from early childhood development to postgraduate university education and curriculum development are publishable in this journal.</p> East African Nature and Science Organization en-US East African Journal of Education Studies 2707-3939 Teachers’ Proficiency in Designing Competence-Based Curriculum Formative Assessment Tools in Selected Public Secondary Schools in Mpigi District, Uganda https://www.journals.eanso.org/index.php/eajes/article/view/3769 <p>Uganda’s Competency-Based Curriculum (CBC) emphasises learner-centred pedagogy and continuous assessment to foster critical thinking, creativity, and lifelong learning. Formative assessment tools are central to this approach, enabling teachers to monitor learner progress and adjust instruction accordingly. This study investigated the proficiency of teachers in designing Competency-Based Curriculum (CBC) formative assessment tools in selected public secondary schools in Mpigi District, Uganda. Employing a qualitative research design, the study purposively sampled two Head teachers, five classroom teachers, and two education officials from the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB). Data were collected through in-depth interviews and documentary reviews, and analysed using thematic analysis. Findings revealed that teachers demonstrated limited proficiency in developing CBC-aligned formative assessment tools. Key major challenges included inadequate instructional resources, large class sizes, and the time-intensive nature of tool development. Furthermore, the study identified a significant gap in teacher training, with limited opportunities for professional development specifically focused on the design of CBC formative assessments. The study recommends practical workshops and seminars to improve teachers’ skills in developing CBC-aligned assessment tools, especially rubrics that evaluate competencies like problem-solving and critical thinking. External guides and supplementary materials should be provided to support the creation of these tools, particularly in resource-constrained contexts. This aligns with Bigg’s emphasis on assessment tasks that reflect intended learning outcomes. There is a need to introduce targeted training programs on developing and using rubrics for competency-based grading, supported by national guidelines from NCDC and UNEB. These programmes should focus on shifting from fact-based scoring to assessing competency progression. Training in rubric development is essential to align marking with CBC competencies, as per Bigg’s theory. In conclusion, improving teachers’ assessment literacy through structured support and training is vital for successful CBC implementation in Uganda’s secondary education system</p> Nakawuki Rose Costa Charles Kyasanku, PhD Timothy Tebenkana, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-06 2025-10-06 8 4 1 17 10.37284/eajes.8.4.3769 Relationship between Grit, Academic Emotions, and Academic Achievement of Secondary School Students in Kiambu County, Kenya https://www.journals.eanso.org/index.php/eajes/article/view/3770 <p>The purpose of this study was to examine the relationship between grit and academic emotions in predicting academic achievement among secondary school students. A random sample of 258 form three students (127 Males and 131 Females) was chosen from public secondary school students in Kiambu County, Kenya. The study used an explanatory sequential mixed methods study design, and data were collected using self-report questionnaires. Validity and reliability measures were established with appropriate adjustments made to the questionnaires. Academic achievement was obtained from an analysis of the students’ examination records. To examine relationships, the study used the Pearson product-moment correlation method, while the t-test for independent samples was used to determine gender differences between students’ grit and academic emotions. Thematic analysis was applied to qualitative data to correlate the findings from the quantitative analysis. Results revealed that the two variables, grit and academic emotions, significantly influence academic achievement, while there was no significant gender difference between them. The study recommended that all educational stakeholders should focus on strategies that enhance non-cognitive skills in teaching and learning, such as grit and emotional regulation, and that they should also enhance students’ sense of control over their academic pursuits</p> Daniel Muigai Mwaura Josphine Ngina Mutua, PhD Elizabeth Nduku Mutisya, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-06 2025-10-06 8 4 18 31 10.37284/eajes.8.4.3770 Re-contextualising Education for Self-Reliance: Historical Foundations and Contemporary Entrepreneurship Education in Northern Tanzania https://www.journals.eanso.org/index.php/eajes/article/view/3771 <p>This study explores the historical evolution and contemporary relevance of Tanzania’s Education for Self-Reliance (ESR) in shaping entrepreneurship education among universities in Northern Tanzania. Using a historical-analytical approach supported by documentary review and empirical data, the findings reveal that current entrepreneurship programs are heavily influenced by Western business models, often emphasising individualism and market competitiveness while neglecting ESR’s core values of community service, ethical labour, and context-based learning. The study shows that this disjuncture has contributed to a persistent mismatch between higher education and employability, limiting the transformative potential of entrepreneurship training. Nevertheless, ESR’s principles of practical education, collective responsibility, and cultural relevance remain critical for reorienting curricula towards inclusive and sustainable development. The research contributes to the study by demonstrating how re-contextualising ESR can guide universities in designing value-driven, socially responsive entrepreneurship programs. Practically, it recommends integrating experiential learning, cooperative enterprise models, and locally relevant innovation to prepare graduates for both self-employment and national development. Overall, the study bridges historical ideology with contemporary educational practice, offering a framework for revitalising higher education in Tanzania.</p> Irene Gabriel Ndossi Edgar Leonard Haule ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-06 2025-10-06 8 4 32 49 10.37284/eajes.8.4.3771 Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda https://www.journals.eanso.org/index.php/eajes/article/view/3777 <p>Inclusive active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher competence on the use of active learning strategies in pre-primary schools in Kabale District, Uganda. Teacher competence was assessed through four dimensions: ethical competence, pedagogical competence, subject matter expertise, and assessment and evaluation skills. A convergent parallel mixed-methods design was employed, grounded in Constructivist Learning Theory. Quantitative data were collected from 254 teachers using a structured questionnaire, while qualitative insights were gathered from 15 headteachers through interviews. Quantitative analysis involved descriptive statistics, correlation, and regression, while qualitative data were examined thematically. Findings indicated that while overall teacher competence was rated high, active learning implementation remained moderate. Regression analysis revealed that pedagogical competence, along with assessment and evaluation, had a significant positive influence on active learning. Subject matter competence showed a positive but statistically insignificant influence, whereas ethical competence exhibited a negative and insignificant influence. The study concludes that pedagogical skills and effective assessment practices are critical drivers of active learning in early childhood education. Conversely, subject matter and ethical competencies, though important, may not directly enhance active learning in this context. It recommends that school administrators prioritise strengthening teachers' pedagogical and assessment capabilities. Additionally, the Ministry of Education and Sports, along with other stakeholders such as district education officers and boards of governors, should reinforce professional development focused on ethical conduct, instructional methods, and evaluation strategies to support inclusive active learning.</p> Grace Ankunda Mary Maurice Nalwoga Mukokoma, PhD David Okimait, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-08 2025-10-08 8 4 50 69 10.37284/eajes.8.4.3777 The Influence of Gender Disparity on Girls’ Dropout Rates in Public Secondary Schools in Rwanda https://www.journals.eanso.org/index.php/eajes/article/view/3782 <p>This study determined the influence of gender disparity on girls’ dropout rates in public secondary schools in Kicukiro and Gicumbi Districts in Rwanda. Grounded on Social Justice Theory, the study learned gender disparity in girls ‘dropout rates from 260 respondents using questionnaires. It adopted a pragmatist research paradigm, a quantitative research approach, and a descriptive research design. The findings revealed a positive correlation between gender disparity and girls' dropout rates in secondary schools. The study concludes that there are positive perceptions of gender disparity in public secondary schools, highlighting issues like harassment by teachers and the underrepresentation of female teachers highlight the need for improved policies and support systems to create a safe and encouraging environment for female students. The study recommends enforcing anti-harassment policies, expanding education access for low-income girls, increasing female teacher presence, and promoting gender parity to boost girls' academic success.</p> Bonaventure Niyonshuti Coletha Cleo Ngirwa, PhD Karoli John Mrema, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-08 2025-10-08 8 4 70 80 10.37284/eajes.8.4.3782 Examining Symbolic Language-Based Approaches Used During Examinations Cheating among Tanzanian University Students https://www.journals.eanso.org/index.php/eajes/article/view/3798 <p>This paper dwells on the symbolic language-based approach pertinent to examination cheating in Tanzania's Tertiary education. The previous studies have focused in-depth on the factors for cheating, but the communication system for cheating needs investigation. The study used a case study design whereby three Tanzanian Universities were used under investigation. The study used 10 students, who had completed their third year one week ago, and they were selected purposively through a snowball sampling technique. The reason was that one week ago was the time when students did not fear as they were free from studies. Three methods of data collection were used: focus group discussion with ten (10) students who were selected purposively, observation during examinations, and document analysis.&nbsp; Two theories were used, namely the Curriculum Implementation theory and the Constructivism theory, for assessing the symbolic language technique for examination dishonesty. The former infers that implementation of any programme should be based on teacher ability, management of the support facilities, as well as the clarity of the implementer, and the latter refers to the learning and teaching theories for quenching competence-based approach via ‘Social Interaction’ which plays a fundamental role in the process of cognitive development. The study revealed seven techniques, such as lip and tooth shaping, tooth rolling, cuffing, tonicity, Fingerism, and abbreviations used by cheaters. Based on these findings, students can be helped to develop study habits that raise competencies in their academic endeavours; also, technologies can be designed to detect cheating, such as a camera in the examination rooms, which may make cheaters fear rather than depending on physical invigilation by invigilators.</p> Chipanda Simon, PhD ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2025-10-10 2025-10-10 8 4 81 90 10.37284/eajes.8.4.3798