Abstract: This study investigates the integration of Artificial Intelligence (AI) in secondary education through a case study of Wellspring Academy in Rwanda. It examines how AI technologies are utilized in curriculum delivery, teaching practices, and school administration, and evaluates their impact on student engagement, academic performance, and operational efficiency. A mixed-methods approach was used, combining survey data from 90 students, 20 teachers, and 5 administrators with qualitative interviews and academic performance analysis. Results show that AI tools significantly improved personalized learning, learner engagement, and administrative productivity. However, implementation challenges remain, including insufficient training, infrastructure gaps, resistance to change, and ethical concerns around data privacy. The study proposes stakeholder-driven policy recommendations to ensure equitable, effective, and ethical AI adoption. These include structured training programs, inclusive access strategies, robust data governance, and feedback-informed policy mechanisms. The findings contribute to emerging research on AI in African education and highlight the need for a balanced integration of technology with human-centered pedagogy.

Abstract: This study investigated the influence of academic perseverance on the implementation and effectiveness of Competency-Based Learning (CBL) in secondary schools, with a specific focus on Uganda’s Mukono and Kayunga districts. The research is grounded in Resilience Theory, conceptualizing perseverance as a critical dimension of academic resilience that encompasses grit, tenacity, and self-efficacy. With the recent adoption of CBL under Uganda’s educational reforms, the study responds to a significant gap in literature and practice—namely, the underexplored role of learners’ internal psychological dispositions in determining the success of pedagogical transformations. Employing a cross-sectional mixed-methods design, the study collected data from 389 students, alongside head teachers, class teachers, and district education officials, to evaluate the interplay between perseverance and CBL engagement. Quantitative findings reveal a statistically significant positive correlation (r = 0.4863, p < 0.01) and regression coefficient (β = 0.516), indicating that perseverance accounts for 24% of the variance in CBL outcomes. Qualitative insights further illuminate how traits such as self-regulation, problem-solving, and a survivor mentality enhance learners’ capacity to engage with mastery-based curricula. While students expressed favorable attitudes towards CBL, challenges such as inadequate teacher preparation and limited instructional time persist. The findings underscore the importance of cultivating perseverance to foster student autonomy, resilience, and sustained academic engagement in CBL frameworks. Policy recommendations advocate for targeted teacher training and curricular innovations that integrate perseverance-building interventions to support Uganda’s evolving education system.

Alex Ansaye Mwanyongo – Malawi Adventist University, Department of Biomedical Sciences.

Mzimba South District Laboratory, Mzimba, Malawi.

Elias Bonya – Malawi Adventist University, Department of Biomedical Sciences

Exton Siyano – Malawi Adventist University, Department of Biomedical Sciences

Adam M. Nyanda – Malawi Adventist University, Department of Biomedical Sciences

Jonathan Majamanda – Malawi Adventist University, Department of Biomedical Sciences

Linly Linje – Malawi Adventist University, Department of Biomedical Sciences

Victor Peter Nkungula – Malawi Adventist University, Department of Basic Sciences.

Email: mlozenim@mchs.adventist.org/ mmlozen@yahoo.com

Abstract: This observational study on retrospective and prospective data for 35 months examined whether the laboratory department at Mzimba district hospital ensures a total quality management across all its processes is achieved using the sigma-metric. Bias and bias percentage were calculated using true values collected from external quality assurance results and package inserts. Total allowable errors for each parameter were extracted from the Clinical Laboratory Improvement Amendment (CLIA), with the Coefficient variations extracted from past statistical control values of the same lot numbers and external quality assurance results. Six sigma metrics formula was used for metrics calculation of all 23 parameters for this entire medical laboratory department. All 23 EQC parameters had less than 5 sigma metrics at p value of 0.0000. White blood count (WBC), Mean cell haemoglobin concentration (MCHC), and platelet (PLT) had sigma metrics between 4-5. Red blood cells (RBC), hematocrit (HCT), Mean cell volume (MCV), and haemoglobin (HGB) had sigma metrics < 3. Alkaline phosphatase (ALP), total protein (TP) had sigma between 1-3. Albumin (ALB), total bilirubin (BIL T), direct bilirubin (BIL D), alanine aminotransferase (ALT), aspartate transaminases (AST), Gamma Glutamyl Transaminase (GGT), creatinine (CR) and UREA had sigma metrics less than 3. Low and High parameters for both Viral load and SARS-Cov-2 scored less than 1 sigma metrics. On comparisons between years none of the parameters performed satisfactorily. There is a need to meet high class performance on quality control processes across all quality management system essentials.

Abstract: The study explored the influence of entrepreneurship skills training in promoting graduates’ employability from teacher training colleges in Arusha region. The study was guided by human capital theory. The study employed mixed method research approach with convergent parallel design. The population of the study was 1020 student-teachers, 88 tutors, 2 principals and 46I alumni. The study employed sample size of 56 including 30 students, 18 tutors, 2 principals and 6 alumni as respondents of the study. Simple random, stratified sampling, total population, purposive sampling and snowball sampling were used to obtain respondents who were used in the study. Data were collected through observation, interview and questionnaire guides and were analysed thematically by using coding scheme and statistically with SPSS. Validity and reliability were used to test research instruments and the Cronbach’s alpha was 0.877. The findings revealed that entrepreneurship skills enable graduate teachers to identify business opportunities, job creation and develop strong working ethics. The study concludes that there is significance relationship between entrepreneurship skills training and graduate teachers’employability. Also, the study recommended the government to prepare budget for incorporation of entrepreneurship skills, principals should expand projects, tutors should use appropriate methods and student teachers to develop interest towards entrepreneurship activities in teacher training colleges.

Abstract: Headteachers’ supervision of teachers is crucial in improving academic performance in schools. However, in public primary schools in Moyale Sub-county, academic performance has been low. Thus, this study sought to examine the influence of headteachers’ supervision of teachers on academic performance in public primary schools. The study was guided by systems theory and academic achievement theory. The study applied mixed methodology and thus adopted concurrent triangulation research design. Target population comprised 38 headteachers, 347 teachers and 2 Sub-county Directors of Education (SCDEs), which totaled 387 respondents from which a sample of 198 respondents was determined using the Yamane’s Formula. This comprised 10 headteachers, 186 teachers and 2 SCDEs. Questionnaires were used to collect quantitative data from teachers whereas interviews were used to gather qualitative data from headteachers and SCDEs. Data analysis began by identifying common themes. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that academic performance has been on the decline, which has prompted headteachers to adopt a multiplicity of teacher supervision practices. However, the study found that many headteachers are not actively involved in supervising teachers, which has contributed to a noticeable drop in academic performance. Hence, the Ministry of Education should provide adequate administrative workload for headteachers to enable them to undertake instructional supervision.

Abstract: Principals’ mentorship activities are crucial determinants of teacher performance in schools. However, in Kiambaa Sub-county, teacher performance has been a challenge with many teachers not able to cover syllabus in time resulting into low students’ academic performance. Thus, the study sought to examine the influence of principals’ mentorship activities on teacher performance in public secondary schools. The study adopted mixed methodology and applied descriptive survey and phenomenological research designs. Target population was 751 respondents which comprised 15 principals, 734 teachers and 2 Sub-county Directors of Education from which a sample of 262 respondents was determined using Yamane’s Formula. This sample comprised 10 principals, 250 teachers and 2 Sub-county Directors of Education. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study revealed that many teachers do not cover syllabus in time and this has occasioned low students’ performance. This has been partly attributed to principals’ mentorship activities. Many principals rarely organize and plan mentorship activities for teachers and has thus, contributed to low performance among teachers in terms of syllabus coverage and students’ academic outcomes. They either fail to prioritize mentorship programs or lack the necessary organizational skills to implement them effectively. Thus, the Ministry of Education should allocate resources to enable principals organize regular mentorship programmes for teachers.

Abstract: Collaborative strategies undertaken by schools to empower parents play a crucial role in the implementation of competency-based curriculum (CBC) in schools. However, in Nyamache Sub-county, this process has faced several challenges. Learners in public primary schools in the area exhibit low learning outcomes and competencies in areas such as number work, language, creativity, and essential life skills. This research assessed how school-parent collaborative empowerment strategies influence the implementation of CBC in public primary schools. A mixed methodology was used, incorporating both descriptive survey and phenomenological research designs. Target population comprised 76 headteachers, 819 teachers, 60 parents’ representatives, and 5 Curriculum Support Officers (CSOs), totaling 15,087 respondents. Using Yamane’s Formula, a sample of 315 respondents was calculated. This comprised 25 headteachers, 200 teachers, 85 parents’ representatives and 5 CSOs. Qualitative data were examined thematically in line with the study’s objectives and presented in a narrative format. Quantitative data were analyzed using descriptive statistics, such as frequencies and percentages, and inferential statistics using Pearson’s Product Moment Correlation Analysis using SPSS Version 25 and presented using tables. The study found that CBC implementation is a challenge with many teachers unable to cover syllabus in time, unimproved classroom pedagogy characterized by low learning outcomes. This has been attributed to empowerment strategies adopted by schools. Headteachers rarely take time to train parents on how to carry out these activities. Thus, the Ministry of Education should develop a module for training and equip parents with knowledge on CBC and its implementation processes.

Abstract: Primary school teachers often struggle to integrate creativity into their teaching due to limited exposure to digital resources, resulting in less engaging and less effective learning experiences. Therefore, this study aimed to assess how the use of digital tools impacts the successful design and implementation of creative learning activities by teachers in primary schools. The study was guided by Technological, Pedagogical and Content Knowledge (TPACK) model. The study adopted descriptive research design. The target population was 6717 (773 head-teachers and 5944 teachers) drawn from the six sub-counties in Nandi County. Yamane formula was used to sample 378 respondents comprising (44 head-teachers and 334 teachers). The study used stratified sampling to select schools and simple random sampling to select 334 teachers and purposive sampling to select 44 headteachers. The research instruments were Questionnaires for teachers and interview schedules for headteachers. The study found that teacher’s use of digital tools had a positive and statistically significant effect on the designing and implementation of creative learning activities in primary schools in Nandi County, Kenya (β1=0.109; p<0.05). Qualitative data from headteachers stated that [1] majority of teachers are aware of digital tools but lack the necessary training to use them effectively, which impacts their classroom performance. The study concluded that the use of digital tools significantly influences teachers’ competency in designing and implementation of creative learning activities in primary schools. The study recommends for implementation of comprehensive technical support systems for primary school teachers to address challenges related to digital tool usage.

Abstract: Headteachers’ supervision plays a key role in the implementation of digital literacy programmes (DLP) in schools. However, in Marsabit North Sub- County, implementation of digital literacy programmes has not been smooth. This study sought to determine the influence of headteachers’ supervision on implementation of DLP in public primary schools in Marsabit North Sub- County, Marsabit County, Kenya. The study was guided by the supervision theory and network society theory. The study adopted mixed methodology and concurrent triangulation research design. Target population was 138 respondents which comprised 18 headteachers and 120 teachers from which a sample of 102 respondents was determined using Yamane’s Formula. This consisted of 6 headteachers and 96 teachers. Questionnaires were used to collect data from teachers and interviews for headteachers. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that few public primary schools have implemented DLP. This is partly since headteachers rarely supervise the process. Thus, headteachers should take a more active role in supervising the use of technology, ensuring that it enhances teaching practices. The Ministry of Education should develop an official policy which requires the Teachers’ Service Commission to recruit ICT teachers to increase their number in schools.

Abstract: The study was about the effect of infrastructure management practices on the performance of rural bridge construction projects in Rwanda. The study focused on the Mushepari bridge construction project in the Rubavu district. The study population target was 238 project staff, and the sample size was the same as the 238 respondents. Descriptive statistics, including frequency tables, percentages, means, and standard deviations, deviations, were used to summarize the data. Researchers conducted inferential analysis using Pearson correlation and multiple regression models. The findings revealed that accessibility, social infrastructure contribution, and institutional degree had a notable impact on project performance. Regression analysis indicated that accessibility (p = 0.000), social infrastructure contribution (p = 0.001), and institutionalization degree (p = 0.031) were statistically significant predictors of project performance. According to the inferential results, the correlations between accessibility, social infrastructure contribution, and institutionalization degree were 0.965, 0.936, and 0.871, respectively. This indicates that there was a significant relationship between the effects of infrastructure management practices and the performance of rural bridge construction projects in Rwanda. A case study of the Mushepari bridge project in Rubavu District demonstrated that 93.5% of the variation in project performance could be explained by infrastructure management practices, while the remaining 6.5% was attributed to other external factors not covered in the study. It is recommended that the Ministry of Infrastructure (MINIFRA) implement comprehensive training programs aimed at equipping project managers and construction teams with best practices in infrastructure management.