School of Distance and Lifelong Learning (SDLL) Collection

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https://dissertations.mak.ac.ug/handle/20.500.12281/6946

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    The peer influence on academic performance among Makerere University students in Uganda.
    (Makerere university, 2025-10-13) Niyonsaba, Elias
    Peer influence plays a critical role in shaping the academic behaviors, attitudes, and outcomes of university students. This study investigates the influence of peer influence on academic performance among Makerere university students in Uganda. Peer influence in this context refers to the positive or negative impact that students’ social interactions and networks exert on their academic motivation, study habits, and achievement. While some peers encourage academic discipline, collaboration, and goal-setting, others promote disengagement, absenteeism, and academic neglect, making peer influence a double-edged factor in higher education outcomes. The study is anchored on Bandura’s Social Learning Theory, which explains learning through observation and modeling; Astin’s Theory of Student Involvement, which emphasizes the role of peer engagement in academic success; and Tinto’s Student Integration Model, which highlights the importance of social and academic integration in retention and performance. A descriptive cross-sectional design will be used, integrating both quantitative and qualitative methods to provide a comprehensive analysis. Data will be collected using structured questionnaires, focus group discussions, and key informant interviews. The study population will include undergraduate students from selected public and private universities, with the sample size determined through Yamane’s (1967) formula and selected using stratified random sampling for representativeness. Data analysis will combine descriptive statistics, correlation, and regression techniques for quantitative data, while thematic analysis will be employed for qualitative findings. Ethical standards including informed consent, confidentiality, and voluntary participation will be maintained. Anticipated challenges such as non-responses and time constraints will be mitigated through proper planning and pilot testing of research tools. The study is expected to provide evidence on how peer influence shapes academic performance in Uganda’s higher education sector, filling a critical gap in African-based educational research. Findings will inform policy makers, university administrators, lecturers, and student support services on strategies to harness positive peer influence while reducing the effects of negative peer behaviors.
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    Social media use and mental health among university students in Kampala, Uganda : exploring perceptions, experiences, and coping mechanisms
    (Makerere University, 2025) Kirabo, Treasure Janet
    The rapid expansion of social media use among young people has raised critical questions about its impact on mental health. This study explored the perceptions, lived experiences, and coping mechanisms of university students in Kampala regarding the influence of social media on their psychological well-being. Guided by Albert Bandura’s Social Learning Theory, the research adopted a qualitative phenomenological design to capture the nuanced ways students interpret and respond to social media use. Eleven Makerere University students, purposively selected for their active engagement with social media, participated in in-depth interviews. Data were analyzed thematically to uncover recurrent patterns and meanings. Findings reveal that students hold ambivalent views of social media: it is both a source of connection, inspiration, and academic support, as well as a contributor to stress, anxiety, and self-doubt. Positive experiences included emotional support from peers, access to information, and enhanced self-expression, while negative experiences were marked by cyberbullying, unhealthy social comparison, time displacement, and “social media fatigue.” The study further highlighted the coping strategies students employed, ranging from self-regulation practices such as digital detox and content curation, to seeking peer or professional support. Students also expressed the need for institutional interventions, including digital wellness workshops, strengthened counseling services, and integration of media literacy into university programs. The study concludes that social media plays a dual role in shaping students’ mental health, presenting both opportunities for empowerment and risks of psychological distress. It recommends that universities adopt a holistic approach combining personal, peer, and institutional strategies to foster healthier digital habits and support mental well-being. These insights contribute to the limited body of localized research on youth, social media, and mental health in Uganda, and offer practical implications for policymakers, educators, and mental health practitioners.
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    The influence of family relationships on mental health of the youth in Nakawa Division, Kampala Capital City
    (Makerere University, 2025) Akampurira, Annitah
    Youth mental health is a growing concern globally, with family relationships playing a crucial role in influencing emotional and psychological wellbeing. This study investigated the influence of family relationships on the mental health of youth aged 16–24 in Nakawa Division, Kampala Capital City. The specific objectives were to understand the types of supportive and nurturing family relationships that promote better mental health, examine how strong family bonds, effective communication, and emotional support mitigate mental health challenges, and explore the broader effects of mental health on young people’s lives. The study adopted a qualitative research design to explore the complex nature of family dynamics and mental health. This approach allowed for a deep understanding of participants' lived experiences. Data were collected through in-depth interviews which enabled the gathering of rich, contextual insights. A sample of 20 respondents was used, consisting of 10 youth (aged 16–24) and 10 parents or guardians who were directly involved in the lives of the youth. Participants were selected through purposive sampling to ensure relevance and depth of information. This sample size was adequate for achieving data saturation, where no new themes emerged. The data collected was analyzed through thematic data analysis approach. Findings revealed that emotionally supportive family relationships characterized by trust, open communication, and shared values significantly enhanced youth mental health. These relationships fostered resilience, reduced stress and anxiety, and promoted emotional stability. However, the study also uncovered barriers such as stigma, cultural taboos, and generational gaps, which hinder open communication within families. The study concludes that strengthening family-based support systems, promoting mental health literacy, and expanding access to youth-friendly services are essential in addressing youth mental health challenges. It recommends community sensitization, parent training, and future research on peer and social media influences to better inform interventions targeting young people’s wellbeing.
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    Youth transition from school to work: A case study of Mukono Municipality
    (Makererre university, 2025) Namazzi, Teddy
    This study investigates the transition of youth from school to work in Mukono Municipality, Uganda, focusing on the experiences, barriers, opportunities, and role of education, skills development, family background, social networks, and community resources in shaping their career pathways. Data was collected from 118 youth aged 15-35 using a mixed-methods approach, with data analyzed using SPSS and qualitative data thematically. The findings reveal significant challenges, including scarcity of employment opportunities, lack of relevant work experience, insufficient skills, and difficulty adapting to work environments. Social networks and community support play a crucial role in facilitating smoother transitions. The study concludes with recommendations for policymakers, educational institutions, and local stakeholders to improve the school-to-work transition process for youth in Mukono Municipality. Key challenges identified include a lack of effective career guidance in schools, intense competition for scarce formal jobs, and insufficient capital for entrepreneurship. Existing support systems, such as government programs, suffer from low awareness and are often perceived as difficult to access. The school-to-work transition in Mukono is a complex, often unstructured process heavily influenced by a skills gap and social-economic factors. It recommends a multi-stakeholder approach involving curriculum reform to integrate practical and soft skills, strengthen career guidance services, fostering stronger school-industry linkages, and making youth support programs more accessible and relevant to the local context.
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    Youth transition from school to work : a case study of Mukono Municipality
    (Makerere University, 2025) Namazzi, Teddy
    This study investigates the transition of youth from school to work in Mukono Municipality, Uganda, focusing on the experiences, barriers, opportunities, and role of education, skills development, family background, social networks, and community resources in shaping their career pathways. Data was collected from 118 youth aged 15-35 using a mixed-methods approach, with data analyzed using SPSS and qualitative data thematically. The findings reveal significant challenges, including scarcity of employment opportunities, lack of relevant work experience, insufficient skills, and difficulty adapting to work environments. Social networks and community support play a crucial role in facilitating smoother transitions. The study concludes with recommendations for policymakers, educational institutions, and local stakeholders to improve the school-to-work transition process for youth in Mukono Municipality. Key challenges identified include a lack of effective career guidance in schools, intense competition for scarce formal jobs, and insufficient capital for entrepreneurship. Existing support systems, such as government programs, suffer from low awareness and are often perceived as difficult to access. The school-to work transition in Mukono is a complex, often unstructured process heavily influenced by a skills gap and social-economic factors. It recommends a multi-stakeholder approach involving curriculum reform to integrate practical and soft skills, strengthen career guidance services, fostering stronger school-industry linkages, and making youth support programs more accessible and relevant to the local context