Metropolitan Journal of Academic and Applied Research

Metropolitan Journal of Academic and Applied Research (MJAAR)

The Metropolitan Journal of Academic and Applied Research (MJAAR) is a peer-reviewed online journal published monthly. The ISSN for the MJAAR Digital Library is ISSN: 3006-6417 (Online). MJAAR is a highly selective journal that covers a wide range of topics, catering to a broad audience interested in academic and applied research across various fields. MJAAR offers numerous advantages designed to enhance research skills and advance academic careers. Publishing in scholarly journals plays a critical role in career progression within academia. Author Benefits Specific to MJAAR Publications: Fast and Efficient Paper Publishing Process: Authors can expect a smooth and timely publication process. Indexing in Prominent Databases: MJAAR is listed in notable platforms such as Google Scholar, ResearchGate, Scirus, get CITED, and others. Expert Peer Review Panel: We are honoured to have a highly respected team of academic reviewers from leading universities around the world. Open Access Journal: This ensures wide visibility and promotion of your published work. MJAAR is managed by a distinguished Board of Editors and is supported by an international review board comprised of prominent academics and professionals from renowned universities, colleges, and institutions across Africa, the Middle East, and beyond. To ensure the highest quality standards, all manuscripts submitted to MJAAR undergo a stringent review process, which includes blind reviews by one or more members of the international editorial review board, followed by an in-depth evaluation by MJAAR editors. We are committed to supporting our authors in excelling across all areas of academic and applied research.

Latest Articles

Browse the latest peer-reviewed publications from Metropolitan International University Journals.

Assessment of the Effects of Electronic Banking on Financial Performance of Commercial Banks in Uganda: A Case Study of Stanbic Bank

Authors: Muganga Fred1 , Zikusooka Enock2

Published on 06 Aug 2026

Electronic banking has transformed the delivery architecture of commercial banking in Uganda over the past decade, yet the question of whether substantial investment in digital channels has yielded commensurate financial returns remains contested. This study assessed the effects of electronic banking on the financial performance of commercialbanks in Uganda, using Stanbic Bank as the case. Adopting a positivist philosophy and a cross-sectional survey design, data were collected from 152 respondents drawn through stratified random sampling from a target population of 245 comprising branch management, operations and customer service staff, digital channels and IT personnel, finance and treasury officers, and agency banking supervisors.

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Hospitality Management And Tourism Development: A Case Of Bwindi Impenetrable National Park

Authors: Akandwanaho Eliab1 , Kamugira Apophia2

Published on 06 Aug 2026

This study examined the relationship between hospitality management and tourism development, using Bwindi Impenetrable National Park as a case. Bwindi is a globally significant destination famous for mountain-gorilla trekking, and the quality of hospitality services surrounding it is widely believed to shape the visitor experience and the growth of tourism. The main objective was to establish the relationship between hospitality management and tourism development at Bwindi.

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Financial Management Practices And Performance Of Organizations: A Case Study Of Mukwano Industries Ltd, Lira Branch

Authors: Nakayima Babirye Brenda1 , Zikusooka Enock2

Published on 06 Aug 2026

This study examined the relationship between financial management practices and the performance of organizations, focusing on Mukwano Industries Ltd, Lira Branch. The study was guided by three specific objectives: to establish the effect of financial planning practices on organizational performance, to assess the influence of working capital management on organizational performance, and to determine the relationship between financial reporting and analysis practices and organizational performance at Mukwano Industries Ltd, Lira Branch. The study was anchored on the Resource-Based View theory and the Pecking Order theory, and was informed by a review of related theoretical and empirical literature.

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The Epistemic Paradox: A Systematic Review of Knowing, Not Knowing, and the Perils of Little Knowledge

Authors: Dr Arinaitwe Julius

Published on 06 Aug 2026

A recurring theme across philosophy, psychology, and the decision sciences is that the relationship between knowledge and competence is neither linear nor self-transparent: those who know little often fail to recognise the boundaries of their own understanding, while genuine expertise is frequently accompanied by heightened awareness of ignorance. This systematic review synthesises evidence on this epistemic paradox—the interplay of knowing, not knowing, and the perils of partial knowledge—and quantifies its structure through meta-analytic structural equation modelling (meta-SEM). Following PRISMA 2020 guidance, we searched five databases and grey-literature sources, screening 3,412 records and retaining 78 studies for qualitative synthesis and 46 for meta-SEM.

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The Expectation Gap and the Erosion of Trust: How Mismatched Government and Citizen Expectations Have Undermined Governance in Uganda

Authors: Dr. Arinaitwe Julius1 , Dr. Twinomujuni Rosebell2 , Asiimwe Isaac Kazaara3

Published on 03 Aug 2026

This study examined the expectation gap between government institutions and citizens in Uganda and assessed how such mismatches have systematically eroded public trust and undermined governance effectiveness. Drawing on a cross-sectional survey of 412 respondents sampled from four districts — Kampala, Wakiso, Gulu, and Mbarara — the study employed a mixed-methods quantitative design underpinned by principal-agent theory and social contract theory. Univariate analysis revealed that 71.

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Learner Transition Readiness from CBC Lower Secondary to Advanced/Tertiary Pathways. A Binary Logistic Regression

Authors: Dr. Mategeko Betty1 , Ahumuza Audrey2 , Dr. Twinomujuni Rosebell3

Published on 03 Aug 2026

Uganda's transition from the Competency-Based Curriculum (CBC) at lower secondary level to Advanced Level and tertiary pathways represents one of the most consequential decision points in a learner's educational trajectory, yet the factors that determine whether learners are adequately prepared for this transition remain insufficiently quantified within the local research literature. This study examined the individual, household, and school-level determinants of learner transition readiness among CBC lower secondary learners in Uganda, using a quantitative cross-sectional design and a simulated dataset of 420 learners constructed to reflect realistic patterns reported in national CBC transition assessments. Transition readiness, a binary outcome capturing whether a learner demonstrated the academic, psychosocial, and informational preparedness required to progress successfully into Advanced Level or tertiary pathways, was analysed using univariate, bivariate, and multivariable binary logistic regression techniques.

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Policy-to-Practice Gaps: Institutional and Systemic Barriers to Competency-Based Curriculum Implementation

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2 , Asiimwe Isaac Kazaara3

Published on 03 Aug 2026

Competency-Based Curriculum (CBC) reforms have been adopted across many education systems, particularly in sub-Saharan Africa, as a strategy for shifting instruction away from rote content coverage toward the development of learner competencies, skills, and applied knowledge. Despite the policy appeal of CBC, a persistent gap has emerged between what national curriculum frameworks prescribe and what actually occurs in classrooms. This systematic literature review synthesizes evidence from peer-reviewed studies, government reports, and grey literature published between 2013 and 2025 to examine the institutional and systemic barriers that constrain CBC implementation.

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Policy-to-Practice Gaps: Institutional and Systemic Barriers to Competency-Based Curriculum Implementation

Authors: Dr. Arinaitwe Julius1 , Ahumuza Audrey2 , Asiimwe Isaac Kazaara3

Published on 03 Aug 2026

Competency-Based Curriculum (CBC) reforms have been adopted across many education systems, particularly in sub-Saharan Africa, as a strategy for shifting instruction away from rote content coverage toward the development of learner competencies, skills, and applied knowledge. Despite the policy appeal of CBC, a persistent gap has emerged between what national curriculum frameworks prescribe and what actually occurs in classrooms. This systematic literature review synthesizes evidence from peer-reviewed studies, government reports, and grey literature published between 2013 and 2025 to examine the institutional and systemic barriers that constrain CBC implementation.

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Competency-Based Curriculum Assessment Reform and Learning Outcome Disparities Across Urban-Rural Schools: A Comparative Cross-Sectional Study

Authors: Dr. Arinaitwe Julius1 , Musiimenta Nancy2 , Akampurira Sarah3

Published on 03 Aug 2026

This study examined disparities in learning outcomes attributable to the implementation of the Competency-Based Curriculum (CBC) assessment reform across urban and rural primary schools. Guided by a comparative crosssectional design, the study was informed by human capital and equity-in-education frameworks and sought to establish the extent to which school locality, teacher CBC training, school resourcing, socioeconomic status, and parental involvement predicted learners' attainment of competency proficiency. A structured assessment and schoolcharacteristics questionnaire was administered to a sample of 700 upper-primary learners and their corresponding class teachers drawn from purposively selected urban (n=320) and rural (n=380) schools, using a multistage stratified random sampling procedure.

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Head Teacher Instructional Leadership and Competency-Based Curriculum Implementation Outcomes at School Level: A Cross-Sectional Statistical Study

Authors: Dr. Arinaitwe Julius1 , Musiimenta Nancy2 , Akampurira Sarah3

Published on 03 Aug 2026

This study investigated the relationship between head teacher instructional leadership and Competency-Based Curriculum (CBC) implementation outcomes at the school level in Uganda. A cross-sectional quantitative design was adopted, drawing a sample of 260 schools through stratified random sampling across government and private, and rural and urban strata. Head teacher instructional leadership was measured across three dimensions adapted from the Principal Instructional Management Rating Scale (PIMRS) defining the school mission, managing the instructional program, and promoting a positive school learning climate while CBC implementation outcomes were captured through a composite index reflecting curriculum delivery fidelity, continuous assessment practice, resource utilization, and integration of generic skills.

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