EANSO East African Nature and Science Organization Journals
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Testing for “quiet-life” hypothesis among Sweet Potato farmers in Homa Bay County, Kenya
Full text linkThis study examined whether sweet potato farmers in Homa Bay County, Kenya, behave in ways that match the quiet-life hypothesis, which argues that producers with more market power may become less efficient. Using cross-sectional data from 116 randomly selected farmers, market power was measured using the Lerner Index, while efficiency was assessed through output-input ratios. The analysis also included key structural and strategic factors such as firm size, market share, product differentiation, and market concentration (HHI). Both the linear and nonlinear econometric models used in the study met standard diagnostic criteria. The results show that market share, firm size, and product differentiation all have a strong and positive influence on efficiency, with market share standing out as the most important predictor. Although the Lerner Index is positively linked to efficiency in the linear model, this relationship becomes statistically insignificant in the nonlinear version. Market concentration does not have any meaningful effect in either specification. In conclusion, the findings do not support the quiet-life hypothesis. Instead, they suggest that moderate levels of market power improve rather than weaken operational efficiency. Based on these insights, interventions should aim to strengthen farmers’ competitive position through better marketing practices, greater product differentiation, and capacity-building initiatives that improve farm management and access to high-quality inputs. Support systems that enhance farmers’ bargaining power, such as cooperative marketing and improved access to market information, should be prioritised. While changing the overall market structure may have a limited impact, improving coordination across the sweet potato value chain can help farmers increase their market share and sustain higher efficiency levels
AI-TPACK Competence and Pedagogical Knowledge Gaps Among Preservice Luganda Language Teachers: A Baseline Assessment in Ugandan Teacher Education
Full text linkThe integration of artificial intelligence into indigenous language teacher education presents both opportunities and challenges, particularly in resource-constrained contexts that implement competency-based curricula. This study assessed baseline AI-Technological Pedagogical Content Knowledge (AI-TPACK) competence and identified pedagogical knowledge gaps among 26 preservice Luganda teachers at a Ugandan university. Using a convergent mixed-methods design, data were collected through AI-TPACK surveys, semi-structured interviews, focus group discussions, and document analysis. Quantitative findings revealed moderate overall AI-TPACK competence with significant disparities between foundational knowledge domains and integrated competencies. AI-TPACK integration scored lowest, while Content Knowledge was highest. Qualitative analysis identified five major pedagogical knowledge gaps: limited understanding of genre-based pedagogy, a superficial grasp of functional grammar principles, an absence of Focus-on-Form strategies, a lack of systematic assessment approaches for competency-based instruction, and no prior experience with AI integration in language teaching. These compound deficiencies reveal that preservice teachers possess isolated knowledge components but struggle with the integration required for effective technology-enhanced, competency-based indigenous language instruction. The findings indicate an urgent need for comprehensive pedagogical frameworks that simultaneously develop content, pedagogical, and technological knowledge in an integrated rather than isolated fashion. Implications for indigenous language teacher preparation programs and curriculum reform are discussed
An ICT-Integrated Predictive Maintenance Model for Enhancing Plant Availability in Thermal Power Plants: A Case Study of TANESCO, Tanzania
Full text linkThe thermal power sector in Tanzania faces increasing operational complexities and maintenance challenges that undermine plant reliability and efficiency. This paper focuses on the TANESCO Ubungo II Gas Plant, where recurring issues highlight the urgent need for advanced and sustainable maintenance strategies. The paper proposes a predictive maintenance model that integrates Process Control System 7 (PCS 7) with a Computerised Maintenance Management System. A mixed-methods approach was employed, combining qualitative insights from literature and field studies with quantitative techniques, including regression analysis. Key variables influencing plant availability, uptime, downtime, overhaul frequency, operational expertise, and environmental conditions were analysed using multiple regression and the Relative Importance Index to determine their relative contribution to plant performance. The findings indicate that strategic integration of ICT within maintenance frameworks significantly improves the accuracy of failure prediction, reduces downtime, and enhances operational efficiency. The model demonstrates the potential to optimise maintenance schedules, extend asset life, and lower overall operational costs. This paper contributes to the growing body of knowledge on predictive maintenance in the energy sector and provides practical insights for enhancing power plant performance in Tanzania and other developing economie
Teacher Professional Development and the Quality of the Methods of Teaching Science Education in Uganda
Full text linkThis study examined the relationship between Teacher professional development (TPD) and the quality of teaching methods used in science education. The major forms of professional development considered the major contributors to enhancing teaching methods included formal, collaborative and self-directed/ online TPD. A cross-sectional research design was used to collect data from 150 Science Teachers and 10 Head teachers from 10 secondary schools of Fort Portal City. Quantitative data was analysed using the Spearman rank correlation coefficient and multiple regression analysis, while qualitative data was grouped into themes and analysed descriptively according to the study objectives. The study revealed significantly significant and positive correlation across all three forms of teacher professional development with teaching methods improvement. However, results from multiple regression show that Formal TPD Participation is the strongest contributor to teaching methods improvement. Formalise and institutionalise teacher professional development as a core function within Uganda’s education syste
Enhancing Scholarly Writing and Research among Graduate Students in Selected Public Universities in Uganda
Full text linkThe study aimed at enhancing academic writing and research among graduate students in selected public universities in Uganda. Specifically, the study aimed at examining the influence of graduate students’ attitudes and institutional support on academic writing and research (AWR). It also aimed at establishing the academic staff's perceptions of graduate students’ attitudes and challenges faced in their journey of academic writing and research. The study used a logical sequential design with both quantitative and qualitative approaches. Graduate students, academic staff, and academic administrative staff served as the study population. These participants/respondents were selected from four public universities in different regions of Uganda. Respondents were sampled using stratified random and purposive sampling. Data was collected using a self-administered questionnaire, an interview guide, and a focus group discussion guide. Quantitative data were analysed using means and standard deviations. Pearson’s Correlation Coefficient Index, Simple Linear Regression Analysis, and Multiple Linear Regression Analysis were used to analyse the study hypotheses. Qualitative data were analysed thematically. Findings revealed that there was a significant positive relationship between graduate students’ attitudes and academic writing and research, r = 0.699**, P-value = 0.000, less than 0.05. Results showed that academic staff’s perceptions of graduate students' academic writing and research skills were negative. Findings on the third objective revealed that there was a significant positive relationship between institutional support and academic writing and research, r = 0.441**, P-value = 0.000, less than 0.05. Results finally revealed that significant numbers of participants and respondents identified generating research topics, making thesis statements, formal academic language, ICTS, failure of the university to establish publishing houses, inadequate library and reading space, and limited funding for the research projects as prominent challenges faced by graduate students in the process of academic writing and research. Therefore, it was concluded that graduate students’ attitudes and institutional support significantly impacted their academic writing and research abilities in the selected public universities in Uganda. It was also concluded that perceptions of academic staff on graduate students’ attitude towards AWR were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Finally, the study concluded that graduate students faced several challenges related to the generation of research ideas, use of formal scientific academic writing and research language, delayed feedback from supervisors, mentorship challenges, plagiarism, limited research funds, failure by universities to create publishing houses, among others. The study, therefore, recommended that academic writing should be integrated into the formal training of graduate students from the beginning of their study programmes and diligently attend research-led seminars. The study recommended that supervisors/mentors should be retooled in active research-based instructional supervision, where they can be encouraged to work in groups, initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating research projects. Thirdly, the study recommended that there should be emphasis on academic development programmes as viable strategies to enhance scholarly writing and research. In addition, supervisors should be encouraged to provide proper guidance, feedback, and adequate consultation time to individual graduate students, especially those struggling at different stages of their research projects. Lastly, the study recommended that emphasis should be put on providing academic staff with research allowances/remuneration, stipends, and other welfare benefits. At the same time government should increase research funds in the national budget geared towards promoting research and innovation in higher institutions of learning
Head Teachers’ Perspectives on Children’s Transition from Pre-Primary to Primary School in Tanzania
Full text linkAlong with the importance of the transition period in children’s learning and development, research evidence indicates that educational researchers have paid less attention to the education-associated transition. In addressing this research gap, this study aimed to explore head teachers’ perspectives on children’s transition from pre-primary to primary school. The study employed a qualitative case study design where a semi-structured interview was employed to collect data. A purposive sampling technique was employed to select nine (9) head teachers from nine (9) public primary schools. The collected data were thematically analysed. The findings indicated that head teachers hold different conceptions of children’s transition from pre-primary to primary school. Three perspectives emerged from head teachers’ conceptions: shaping children’s experiences, a traumatic period in students’ school life, and multidimensional development. The study concluded that, despite lacking formal training in early childhood education, head teachers appeared to understand the key aspects of children’s transition. The study recommends the provision of in-service training programmes to head teachers on early childhood education management and its related provisions, and conducting further research on early childhood education leadership
Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities
Full text linkThis article investigates the extent to which Problem-Based Learning (PBL) functions as an effective precursor to adult learning within Uganda’s university system. As higher education institutions continue to experience significant growth in adult enrolment, comprising learners who balance academic study with employment, family responsibilities, and community obligations, the need for pedagogical approaches that promote autonomy, experiential engagement, and practical knowledge application has become increasingly urgent. Internationally, PBL has gained prominence as a learner-centred instructional model grounded in authentic problem scenarios, collaborative inquiry, and self-directed learning, rendering it highly compatible with the learning characteristics and expectations of mature learners. Drawing on a comprehensive systematic literature review of theoretical, empirical and contextual studies mainly published between 2015 and 2025, this study synthesises contemporary evidence on how PBL enhances key dimensions of adult learning. Informed by andragogy, self-directed learning theory, transformative learning perspectives, and collaborative learning frameworks, the review demonstrates that PBL strengthens experiential reasoning, intrinsic motivation, reflective judgment, and long-term knowledge retention among adult learners. Findings reveal that PBL significantly enhances the relevance and real-world applicability of university learning, improves adult learners’ problem-solving and teamwork competencies, and supports the development of self-regulated and independent learning practices. Evidence further indicates that PBL facilitates the transfer of academic knowledge to professional and community contexts, an outcome especially valuable for adult learners who prioritise practical skill acquisition. Nonetheless, persistent challenges, including limited instructional resources, uneven readiness for self-directed learning, insufficient faculty preparation, overcrowded classrooms, and rigid curricula, continue to impede optimal PBL implementation across many Ugandan universities. The study concludes that PBL holds strong potential to transform adult learning within Uganda’s higher education landscape. To maximise its impact, universities should invest in faculty development, curriculum redesign, infrastructure enhancement, and learner-support mechanisms that institutionalise PBL as a core pedagogical approach. Strengthening PBL-based teaching and learning can play a pivotal role in developing competent, adaptive, and self-directed adult learners equipped to meet the demands of Uganda’s evolving socio-economic environment
Assessment Practices for Information Literacy Instruction at Selected University Libraries in Uganda
Full text linkAssessment of student learning is commonly understood as an objective measurement of learning outcomes, targeting students’ abilities. In information literacy instruction, assessment practices in Ugandan University libraries are seldom documented, and as a result, demonstrating the value of libraries’ information literacy programs to university stakeholders and administrators becomes difficult. This paper examines the current assessment practices for information literacy instruction at selected Ugandan university libraries to improve assessment policies for information literacy. The sociocultural theory of learning was chosen to guide this study because it offers a learning environment where contextualised and authentic assessment can be done. The concepts of collaborative assessment, social interaction and zone of proximal development were important in analysing the research question. Employing a multi-site qualitative case study, data was generated from semi-structured interviews and focus group discussions. Data was analyzed using a thematic approach with the help of a Qualitative Data Analysis Software (Atlas.ti v.22). Findings indicate that the libraries conducted assessment for information literacy mainly using formative methods that included brief questionnaires, analysis of user queries, in-class questions, assignments, demonstrations and librarian role-playing (authentic assessment) which improves students’ level of potential development. Summative assessment methods were occasionally employed through the completion of evaluation forms, analysis of usage statistics and examinations. The findings reveal areas of concern—the optional and non-integrated nature of information literacy provision in universities. This paper concludes that assessment methods were less reliable due to their informal nature, but fairly valid in scenarios where real-life information tasks were given to students to apply the knowledge, understanding and skills that they had learnt. To provide evidence for demonstrating the value of libraries’ information literacy instruction to stakeholders, university libraries should integrate information literacy into the curriculum, ensuring assessment becomes an integral part of information literacy programs. Furthermore, incorporating collaborative and authentic assessment practices that replicate real-life challenges faced in the field is recommended for harnessing assessment
Phytochemical Analysis of Ficus saussureana DC., Clerodendrum rotundifolium Oliv., and Microglossa pyrifolia (Lam.) O. Ktze as Important Antidiabetic and Antihypertensive Plants
Full text linkPhytochemicals or secondary metabolites are key constituents of plants that play a major role in treating and alleviating human ailments. They possess numerous therapeutic and physiological properties, including disease prevention and treatment, symptom management, and the promotion of physical and mental well-being. Although 80% of the global population relies on plants for medicinal purposes, and analysing the phytochemical components of traditionally used plants is crucial for understanding their potential to treat specific diseases, many of these plants remain unresearched. This study assessed the phytochemical composition of Ficus saussureana DC., Clerodendrum rotundifolium Oliv., and Microglossa pyrifolia (Lam.) O. Ktze qualitatively and quantitatively via standard methods. The gas chromatography-mass spectrometry (GC-MS) method was used to detect general compounds in the methanol extracts. The results indicated the presence of most of the analysed compounds, such as alkaloids, steroids, phenols, tannins, flavonoids, coumarins, and terpenoids. The highest amounts of polyphenols (217±25.05 mg/g) and tannins (179.75±3.44 mg/g) were detected in the Ficus saussureana methanolic extract, whereas the highest amounts of flavonoids (28.75±0.98 mg/g), saponins (225.07±4.11 mg/g), and alkaloids (116.15±3.73 mg/g) were detected in the Clerodendrum rotundifolium methanolic extract. GC-MS profiles revealed 14 compounds in Ficus saussureana and 30 compounds in Clerodendrum rotundifolium and Microglossa pyrifolia. Several of the identified compounds demonstrate pharmacological activities relevant to the treatment of diabetes, hypertension, and various other human ailments. This research validates the assertions of traditional herbalists concerning the three selected plants, uncovering compounds with potential antidiabetic and antihypertensive properties. These findings not only support their traditional use but also highlight their potential for future drug discover
How Small and Medium Entrepreneurs Follow Budgeting and Budgetary Control Principles in Morogoro Municipality, Tanzania
Full text linkBudgeting and budgetary control play a crucial role in shaping the performance of Small and Medium Enterprises (SMEs) in Tanzania. Effective budgeting allows these businesses to allocate their limited resources appropriately, ensure optimal utilisation and minimise wastage. By establishing financial targets and setting out plans to achieve them, SMEs can make informed decisions regarding investments, operational costs, and pricing strategies. Budgetary control provides a mechanism for measuring actual financial outcomes against planned targets, enabling timely corrective actions when deviations occur. This study analysed how small and medium enterprises follow budgeting and budgetary control principles in Morogoro Municipality. A total of 120 respondents were involved through simple random and purposive sampling. Qualitative data, collected through the key informant interviews, were analysed through thematic analysis, while quantitative data were analysed through descriptive statistics using IBM SPSS Software. Key findings show that budgeting practices varied among SMEs, reflecting their specific operational, financial, and regulatory needs. The frequency of budgetary control reviews correlated with financial performance, emphasising the importance of frequent reviews for cash flow management and resource allocation. Compliance with regulatory obligations, including quarterly reviews, is essential for credible financial reporting. Flexible yet standardised budgeting practices, along with tailored training, technology integration, and collaborative financial advisory services, are recommended to improve budgeting strategies and enhance financial resilience in SMEs