Background. Premature rupture of membranes (PROM) is a common condition in developed and developing countries and poses a serious threat to the maternal and fetal well-being if not properly managed. This study delineated the prevalence and predictors of PROM in the western part of Uganda so as to guide specific preventive measures. Methods. A cross-sectional study design was conducted in the months of September 2019 to November 2019. A total of 334 pregnant women above 28 weeks of gestation admitted at the maternity ward of KIU-TH were consecutively enrolled. Interviewer-administered questionnaires were used to obtain the data. Descriptive statistics followed by binary logistic regression were conducted. All data analyses were conducted using STATA 14.2. Results. Of the 334 pregnant women enrolled, the prevalence of PROM was found to be 13.8%. The significant independent predictors associated with lower odds of PROM were no history of urinary tract infection (UTI) in the month preceding enrollment into the study (aOR = 0:5, 95% CI: 0.22-0.69, p = 0:038) and gestational age of 37 weeks or more (aOR = 0:3, 95% CI: 0.14-0.71, p = 0:01) while history of 3 or more abortions (aOR = 13:1, 95% CI: 1.12-153.62, p = 0:05) was associated with higher likelihood of PROM. Conclusions. Majorly urinary tract infections, low gestational age, and abortions influence premature rupture of membranes among women. There is a great need for continuous screening and prompt treatment of pregnant women for UTI especially those with history of 3 or more abortions at less than 34 weeks of gestation.

This study investigated the relationship between the teacher-centred pedagogical approach and student engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-administered questionnaire and were analysed quantitatively. Descriptive analysis indicated that students rated high in their levels of engagement and lecturers’ use of reinforcement. However, offering of immediate feedback to students and carrying out of continuous practice were rated moderate. Regression analysis revealed that reinforcement positively and significantly predicted student engagement. However, immediate feedback and continuous practice positively but insignificantly predicted student engagement. It was concluded that while immediate feedback and continuous practice are not the most essential teacher-centred pedagogical practices for promoting student engagement, reinforcement is very imperative. Therefore, it is recommended that lecturers in universities should ensure effective use of reinforcement while teaching.

No abstract

No abstract

This study examined the relationship between the leadership styles and retention of teachers in Bushenyi-Ishaka Municipality, Uganda. Leadership styles were studied in terms of transformational, transactional and laissez-faire on a sample of 107 primary school teachers. The study adopted the correlational design and data were collected using a self-administered questionnaire. Data analysis involved descriptive and inferential analyses. Descriptive results revealed that teacher retention was good.