The Husbands’ Support: The Experiences of off-Campus Married Muslim Student Mothers in Private and Religious Institutions of Higher Learning in Uganda—A Case of Islamic University in Uganda (IUIU)

While IUIU policies allow students to officially get married the same institution does not allow babies in halls of residence yet it has not put in place the necessary facilities and arrangements on campus to enable them juggle their multiple roles as Married Muslim Student Mothers (MMSM) in completing their academic undertakings. This poses a challenge due to constrained finances that make it difficult due to inability to pay maid thus causing frustrations which later affects their academic performance. The research adopted a Feminism theory and other supporting theories to explore the experiences of married Muslim student mothers, husbands support, institutional policies, challenges and coping strategies. The study was allocated within a qualitative research paradigm and involved semi-structured interviews with a purposive sample of 30 undergraduate university married Muslim student mothers. Key findings were that the married Muslim student mothers’ experiences were child care and excess workload: husbands’ support included emotional and financial support: institutional support comprised of lack of child care support, support from lectures, family and friends: challenges involved time management, lack of support from lecturers, transport costs, excess workload, fixed timetables and lack of social and financial support: coping strategies included time management skills, faith and Allah, assistance with child care, creating extra time and advise. These findings have implications for policy in terms of empowerment, support to enable them to amalgamate competing www.scholink.org/ojs/index.php/wjer World Journal of Educational Research Vol. 8, No. 2, 2021 70 Published by SCHOLINK INC. roles of student mothers. MMSM operate in a family system which influences their decisions hence failure to make independent decisions but rather seek approval from their husbands. If MMSM are to succeed with their endeavors of completing their education while married they should submit to their husband in order to receive emotional and financial support to fulfill their academic dreams and a better future.

not allow babies in the halls of residence and married students who have given birth can only be allowed to become resident after four months (IUIU, 2020).
Married Muslim Student Mothers (MMSM) denote a rising demographic trend in the student population in higher institutions of learning in Uganda and specifically in IUIU, the number of married Muslim student mothers has increased in the last 30 years of its existence. Over 11% of the student populations are married Muslim student mothers. As the number of Married Muslim Student Mothers (MMSM) grows, the university has to put in place policies that suit the category of students; understand their experiences, challenges, how they cope and which nature of support they receive from their husbands and IUIU to help them complete their studies hence increase completion rate. This study aimed at investigating Married Muslim Student Mothers' (MMSM) experiences; specially the study pointed at an exploration of their experiences, examined the husbands' support, identified institutional policies that allow continued education, challenges faced and their effect on academic performance and the different coping strategies.

Literature Review
There is a huge body of knowledge in line with student mothers aligned with their academic continuation in higher institutions of learning. These included; According to Taukeni (2014) from Namibia who investigated challenges associated with five (5) single student mothers using a qualitative approach through the use of semi structure interviews and feminists theory (Stanley, 2013), he discovered that student mothers faced two major challenges such as lack of time to manage parenting roles and studying, and others include; missing lectures, restless, angriness, loneliness, failing some courses and qualifying exams, and recommendations included the establishment of student mothers' support group on campus to ease isolation and stress related to the dual role.
Another study by Atkinson (2003) who investigated her experience as a student single mother whose world unevenly paid while studying, working and doubted whether it would play out on the dual roles of parenting and studying since the playing field was uneven. She narrated that the scarcity of resources had so much to do ranging from pre-school, kindergarten costs, food and housing yet her marriage ended the day adoption process completed. There was doubt she would play the role of being a mother as well as manage the complicated schedule of PhD studies and also working. She aimed at understanding that gender perceptions for student mothers in universities are looked at as perceptions of belief and doubt. The attributes of failing to accept failure and fight on and on is referred to as masculinity (Atkinson, 2003;Elbow, 1986). SmithBattle (2007) in his longitudinal study research for identification of teenage mothers and the impact of motherhood/parenting on their academic progress and education goals. He used 19 teenage student mothers with the objective of motivating them to remain in school although the renewed commitment was affected by family responsibilities, school policies and practices and work demands.
The study used a longitudinal research design to understand the plans, concerns and hopes for the future education aspirations. The purpose of the study was to establish the impact of mothering on teenager education aspirations before and after giving birth and the demands and challenges of returning to school. Findings indicated emergency of new priorities with parenting, family support for education, competing demands and responsibilities.
Conferring to Eyster, Callan, and Adams (2014) who assessed the education and training participation of low income single mothers in understanding their personal, family characteristics, factors to be considered to support low income student mothers and challenges they face in accessing and persistence in order to complete the education programs in post-secondary schools. The findings indicated that family plays a great role in future education of single low-income mothers, child care is key, majority receive public assistance, they have limited time to participate in education activities because they work full time, need more time to raise families, majority had children below the age of five and recommendations indicated that the demands are high in juggling jobs, education and parenting. There is need for practitioners and policy makers to consider the child care needs of low-income mothers seeking to improve skills and advancement to get better jobs to support their families. There is need for flexibility in the ways they support the student mothers.
Rendering to Edwards, Hasebe, and Sakai (2019) who investigated whether equal employment opportunity had an effect on the marriage decision. He specially focused on modelling women's interrelated decisions on university education and whether to marry at 32 years. The results indicated a negative relationship between marriage and education. White (2008) assessed six mothers to understand the motivation, beliefs, and attitudes of student mothers who were also teachers and how they delt with the dual role using semi-structured in-depth interviews, the study discovered that they had the ambition of becoming primary teachers and improve on their opportunities and chances of retention in the education and tertiary institutions but their ambition affected the partners, children and extended families as they circumnavigated their dual roles and suggested on improving opportunities for student mothers. Student mothers recommended a child friendly space in higher institutions, offering priority over others before and after school care, counselling and sharing sessions among student mothers and teachers and leniency is needed for student mothers in relation to study commitments. Ricco, Sabet, and Clough (2009) examined the effect of college mothers towards their children's attitude to school. The study focused on children between 7-14 years with 89 participants between 23-54 years of age and assessed the self-regulation, academic achievement motivation and academic self-efficacy. The study used a questionnaire to collect data for the study. Booker (2011) examined the effect of poverty on single student mothers' education accomplishment at higher institutions of learning. Using participative methods with secondary data and interviewed 45 mothers in a comparative perspective of both traditional and non-traditional mothers, he discovered that they are different in many ways such as their responsibilities, learning ways, the motivation to pursue www.scholink.org/ojs/index.php/wjer identify what was missing, dilemmas faced and effects of the missing childcare arrangements within the university. The study used a phenomenological approach and interviewed 10 breast feeding mothers and the identified included; baby care rooms, professional nannies, baby play grounds, immunization and medical services, teaching sessions, timeframes for course work, examinations, choice between baby-sitting and academic activities, and they found strategies to cope such as receiving support from family and students, hired nannies, ignoring one of the two roles, time tabling the activities and spouse support.
Phiri and Machila (2019) conducted a study that aimed at investigating reasons for failure of re-entry policy and its effects on teenage mothers in Zambia. The study concentrated on two major events, that is to say misery and gender discrimination faced by these teenage mothers in primary and secondary schools. The study based its arguments and findings on teenage mothers' pregnancy experiences and their stories in primary and secondary schools. The study adopted a qualitative approach anchored by the interpretative design (Creswell & Creswell, 2017;Creswell, Hanson, Clark Plano, & Morales, 2007) and participants were selected purposely and interviews guided data collection and data was analyzed thematically . The results showed that teenage mothers that enter schools in Zambia were few compared to those that get pregnant while at school. Further the re-entry policy alone is not enough to eliminate gender inequalities from schools. The study recommended that school policy implementers should put in place strong systems to support the challenges of teenage mothers accompanied by increased awareness of re-entry policy as well as need to address the weaknesses of the re-entry policy towards dealing with teenage mothers' challenges , engagement of different stakeholders such as traditional leaders, religious institutions, family and the government in emphasizing re-entry policy and need to increase on the contact hours between teachers and teenage mothers in order to enhance continued education.
Interpretation of Miller, Gault, and Thorman (2011) explored the improvement of child care access on promotion of post-secondary school success in low income single student mothers. The major challenge is access to affordable, high-quality child care, using face to face and telephone interviews and content analysis from the single mothers and child experts to understand the phenomenon. The study revealed that 40% of student mothers were single mothers and receive only 5% of on-campus child care arrangement and majority of mothers receive informal child care off-campus services. They recommended high-quality child-care campus-centered services; get a source of funding for the infrastructure, child care fully meets the needs of student mothers and policies to provide support.
Vyskocil (2018) examined the needs, challenges and experiences faced by single student mothers pursuing higher education, perception of who a good mother is and whether they receive any institutional support while carrying out their dual role. A qualitative paradigm of inquiry was used to collect experiences through single student mothers' voices to enable the researcher get a deeper understanding of their educational experiences through their own eyes to get a deeper meaning.
Findings revealed key themes such as competing time demands, guilt from missed event choices, outcomes of forced choice events, competing pressures of proving a "good mom" and "good student", teacher's support, absence or presence of institutional support, unmet needs and internal and external pressures that pushed them to become better. The respondents revealed that they were forced to choose between school attendance and family events hence forced to shift into various identities and roles which proved difficult and therefore failed to maximize performance. They indicated psychological torture when they missed a class activity as a result of playing another role hence putting their trajectory and achievements at risk. Some course tutors embarrassed them amidst their classmates when they brought kids to class hence castigated for bringing a child in an inappropriate forum, coupled with exhortation of choosing between being a student and a parent yet in their judgement, they wanted to take up the dual roles concurrently. They perceived absence of institutional support which would help them achieve their goals for a better future.
Understanding Bober (2017) and his exploration of single-mother students' perception of ability to succeed using strength based lens and data was collected using semi-structured interviews of seven (7) student-single mothers. The three dimensions model which guided the study were; participated shared life histories, current realities and future visions hence a perception of academic success and data was analyzed using narrative analysis technique (Bell, 2013;Connelly & Clandinin, 1990;Luttrell, 2010Luttrell, , 2019Luttrell & Chalfen, 2010). Results indicated seven themes; education upbringing, parental perception and success, sense of not belonging, community paradox, overcoming abusive environment, support and barriers to success, children and single mother hood, common motivators to success, perception and future of success after paying off the degree and positive shift to self-efficacy. The study recommended student support programs and counselling support. Ray, Bratton, and Brandt (2000) conferred on changing the welfare of the single student mothers attending community college. It was referred to as Filial/family therapy which intended to shift families towards healthier relationships. Using the basic role play methods, he discovered an effective intervention for improving the present and future welfare of these families. Kubeka (2016) assessed the experience of student mothers in KwaZulu-Natal to understand how they balance their dual and triple roles by using the available resources. A qualitative approach with purposive, convenience and interpretive approach was used through focus group discussion and interviewed eight (8) student mothers using semi-structure interview and data was analyzed using thematic analysis. The study also used an interpretive approach to assert that there is no one reality and no specific route of knowledge. The results reviewed that the major characteristics of student mothers were; time constraints, failure to get balance, change of plans, a lot of challenges are encountered and mentioned some coping strategies, guilt they carry and need for reparation with their families.
Considering Huff, and Thorpe (1997) who examined the social and economic conditions of single student mothers. The study used a quantitative method and targeted 759 single mothers who received financial aid and questions targeted children, emotions, academic, financial and social effect. Results discovered that majority worked full time, although their income was less than $500 and many don't receive enough support, housing was a major concern, stress and they depended on unlicensed day care arrangements, academic stress since they study with children at home, have anxiety, parenting, self-esteem, depression, relationship improvement, clarification of objectives and values, and gaining health care for themselves and their children is a nightmare. Close to 25% of the students reported sexual harassment at school and workplace, and 17% indicated to be victims of incest.
Stroble (2013) investigated teen mothers who completed college by understanding the school structure and its contribution to their completion in order to increase the graduation rates. The objectives included school factors that contributed to their success. The study used qualitative phenomenology because it describes the meaning of teen student mothers through interpretation and description of experiences of (Moustakas, 1994). The study established a feeling of accomplishment, struggle to balance the dual roles, difficult in paying child care, dilemmas, feeling judged, support and non-support, supportive family, role model, teen parenting programs, motivation to continue, self-determination and recommendation related to a parenting program between the institutions and community. Tatar and Emmanuel (2001) considered the teachers' attitude towards gender dual roles. The study administered a questionnaire on 221 teachers in Israel and responses indicated the chauvinistic and egalitarian views thus indicated lack of in-depth awareness on gender stereotypes and recommended a compulsory seminar and course on gender self-awareness in training teachers. Maisela and Ross (2018) analyzed the experiences of motherhood on black undergraduate students in South Africa and how they settle the dual roles. The study specifically investigated motivation to continue studying, challenges experienced when taking on the dual roles, coping strategies, how they balance academic, social, personal, sources of finance, social and emotional support. The methods involved an interpretive, qualitative research approach with purposive sampling and snow balling used fourteen participants aged 35 years. The study discovered a number of themes such as; time management, childcare, financial strain, adjusting academic requirements to fit within children needs, internal coping mechanisms from self-talk, balance social life, personal and academic needs, prioritizing roles, support from family and friends, child care assistance, religion as a source of support, support from the university and course tutors, and concluded that they encountered numerous challenges and it is the university's responsibility to support this nature of students.
Nelson, Froehner, and Gault (2013) discussed the challenges faced by children and their mothers while in college and communities have a responsibility to support them in the United States of America. The research argued that there is need to address the low-income and care-giving responsibilities if the universities are to achieve good completion rates for student mothers. Some universities have appreciated the need for this category of students and provided additional resources like day care centers, housing opportunities such as scholarships. This category of students need services like online education, development education, improvement on ramps, institutional accountability, curriculum reform and financial aid for full potential to be realized. The study concluded that the support programs should be included in the education government budget in order to expand and strengthen related programs including the pregnant fund to enable student mothers raise their children while they add on their qualifications for better jobs.
McLaughlin, Osborne, and Chew (2009)  narrative analysis in order to create written detailed phenomena of single-student-mothers, targeted mothers between 17-24 years in three categories such as situational, institutional and dispositional, and data was analyzed using coding and discussion ). Austin and McDermott (2003) explored barriers and coping strategies on low-income single student mothers in the public university in Northeast. In-depth interviews were used with 14 former and current students. The results indicated persistence was a result of faith, social networks, faculty relationships, university support services like day care centers, financial aid, strategic compliance with requirements, support from friends and family, and choice of flexible academic courses.
Bosch (2013) evaluated an exploration on lived experiences of student mothers in postgraduate universities in Australia. The study was carried out in two phases normatively with 14 students and q-methods, q-statements, q-study interpretations using a mixed method research design. Results indicated that they juggled with childcare and timetabling and major challenge was lack of support. The mothers sacrificed sleep and recreation, partner support and developed organization and time management skills in order to manage studies as well care for their children. They were motivated by personal achievement and betterment for their future of their children and the university rewarded the student mothers with sense of freedom, pride, growth and achievement.

Theoretical Review
Feminism theory was used in this study because it aimed at understanding gender related challenges, power relations, politics, sexuality and promotion of women's interests and rights and how gender systems work in line with fairness in gender arrangement in society (Finke, 2018;Kendall, 2020).
According to  he argues that feminist theory analyses equality in opportunity (Hayes, 2009) and green (Green, 2007;Green & Green, 2007) focuses on diversity of specific experiences among women. Implications included delayed course completion, simple support systems to benefit them, they should receive orientation by existing student mothers.
The life course development theory which explains how individuals endure throughout their life span (Elder & Shanahan, 2007). Individuals are required to do certain things at certain times in their lives hence historical time and place, life timing independence in life and human agency (Elder, 1992). The experiences that children go through in life have a link on their social and historical influences. The difficulties that are encountered by people force them to work out means to ensure success or make the best of the situations hence the human agency principle. This theory applies to this study because it explains their life course as married Muslim student mothers in higher education positively or negatively.

Research Gap
From the studies above the literature clearly presents student mothers with multiple roles ranging from single, low income, working and students. Secondly it showed that mothers received loans to complete

Research Methods
A Phenomenological research design was used because it deals with lived experiences on a given phenomenon (Vagle, 2018). Generally feminist researchers use qualitative research methods to produce in-depth understanding of women's experiences and focus on women diversity as a focus of examination (Reid, 2004;Taukeni, 2014).

Small Sample
The study used a small sample size of ten (10) Married Muslim Student Mothers (MMSM) to understand their lived experience. The study used purposive sampling technique since the IUIU coordinator's department that deals with student affairs through the wardens' offices on different campus provided a list of Muslim married student mothers. According to (Crouch & McKenzie, 2006), a small sample size gives a realistic account of explanation in social sciences in claiming greater efforts in accessing social process and establishing a social cause. This is further backed by (Marshall, Cardon, Poddar, & Fontenot, 2013) who suggested that small numbers can also reflect the worlds of people indicated by research participants. The respondents interviewed were thirty (30) Muslim married student mothers aged between 20-25, with at least one child aged between one (1) and five (5) weekend and working Married Muslim student mothers. In Arua we bounced twice and later the researcher interviewed the two students via the telephone.

Data Collection Instruments and Procedure
Semi-structured interviews that lasted between 45 minutes and one hour were held and the participants signed a consent form for participation in the study (Barriball & While, 1994;Galletta, 2013). It was used because it allows two-way communication, which is attentive and relaxed, informal and familiar.
Secondly there was no chance to engage the respondents again due to Covid-19 lockdown regulations since they were followed with observation and informally to enable researchers develop intense understanding of the topic with open ended questions. All interviews were recorded for transcription purposes and permission was granted by the respondents. There was transparency and openness by permitting participants to share their experiences willingly and enthusiastically. The interests, sensitivity, rights of the participants were protected throughout the research process (Morse, 1994;Orb, Eisenhauer, & Wynaden, 2001).

Data Analysis
Thematic analysis was utilized by the researchers to analyze the data and the responses for all research objectives were clustered and sub-themes were identified automatically through common responses.
Data analysis and interviews occurred simultaneously and the researchers kept reflecting on the topic, coded and analyzed participants' stories during the interviews. Common experiences were clustered together and positioned under corresponding themes and sub-themes (Seidel, 1998).

Participants Demographic
The 30  private institutions of higher learning. The results were presented and discussed in accordance with the objectives of the study and the analysis from the interview data from 30 MMSM highlighted seven themes which included; "lack of child care support in IUIU", "Emotional and Financial support from husbands", "Support from family, lecturers and fellow students", "Faith and Allah" and "Time Management", barriers, submissiveness to husbands and each theme was described below backed by participants' quotations.
Objective one was to identify institutional policies that allow married Muslim student mothers to continue with their education.

Theme One: Lack of Child Care Support in IUIU
All the 30 participants agreed that IUIU has policies in place that allow students to get married but does not have any deliberate institutionalized child care facilities in place to cater for both married Muslim student mothers and their babies.
(Laughing) "What an institution that permits to get married within the course but denies you support after the fruits of getting married. Do they expect me to eat the babies; can a mother concentrate on studies when the safety of her child is not guaranteed?" (Participant 7; aged 24) "I wish that management would be kind and allow me come with my baby to the university and keep her in the halls of residence, this would make me very comfortable since I would make time to breastfeed and also care for my baby." (Participant 21; aged 24) All the interviewees agreed that women bare the primary burden of child care. Child care is an unpaid role sacrifice that mothers perform because of the love for their children in the present and in the future. comfortable stay at the university. This will help them to stop "proving" that they "can do better than childless students".
Whereas IUIU policies allow students to officially get married, the institution has not put in place the necessary facilities and arrangements on campus to enable them juggle their multiple roles in completing their academic undertakings.
IUIU policies emphasize that MMSM who are pregnant do commute from home yet some MMSM lack the means to do so especially in terms of financial resources, transportation which complicate plans for academic accomplishment. Given the bad weather coupled with the poor infrastructure, MMSM were exposed to accidental risks that resulted into class absenteeism, failure to meet assignments deadlines and being late for classes. They also depended on public transportation which involved waiting for buses, minibuses and taxies coupled with continuous break downs, which complicated their movements from home to school and this caused several absences in class. Interviewees decried of continued unreliable and limited transportation which is not safe. Extra transport costs were incurred and this resulted into irregular attendance of lectures and this affected their academic performance.
Transportation of children to day care centers costs money yet when child day care facilities are provided within the university, the MMSM saves on the transportation costs. Majority of the participants agreed that without support from family, university lecturers and fellow students, they would not manage on their own. Taking on dual roles of mother and student is a tough task that needs support and without, it you break down.

Theme One: Financial Support
All participants agreed that they received financial support from their husbands although delayed sometimes. Husbands have many financial obligations to meet such as paying rent, medical bills, school fees for children, paying for utilities, putting food on the table, supporting in-laws and his own family members. This is coupled with paying tuition fees for their wives who have to complete university education in anticipation for a bright future (Dankyi, Dankyi, & Minadzi, 2019). The wives evaluation of husbands' willingness to finance their education depended on meeting their financial obligations including payment of tuition fees (Berkove, 1979).
"My husband meets the university financial obligations; he pays the care giver of our baby, meets my transport expenses to and from school. I am his responsibility and he has done his best to support me.
Allahmudlillah (thank God) I do not regret having married while studying although many times the tuition is cleared late yet the university policy is zero balance on sitting exams and this sometimes

Theme Two: Emotional Support
Emotional support is key to academic performance especially for student mothers due to the nature of struggle for their ideologies and identities (Goode, 1960a(Goode, , 1960b. They struggle to adjust and make ends meet which is not possible without receiving support from their husbands. The support received from a husband underlines the relevance of adopting and commitment to goal achievement because of interrelationship and connectedness, and need for care as basic need. Their support is understood as approval for their education and their level of modernity and understanding of the world view that things have changed, and that it's a woman's world and her education is a benefit to financial empowerment of the entire family and a good future (Berkove, 1979) "My husband was understanding since he accepted light meals to enable me make time for resting and studying. He would accept having kikomando (commonly known as chapati and beans) or rolex (commonly known as chapati and fried eggs.") (Participant 28; aged 21) "The only luck I possessed was the level of support from my husband ranging from dropping children to school, helping me with take home assignment, paying tuition fees and encouraged me register and

Challenges Faced by Student Mothers
Findings in this study discovered that as MMSM decided to continue with their studies at the university, they did not neglect their family roles. In an attempt to continue performing their roles as students and mothers, they encountered a lot of challenges. Challenges according to this study are the factors and conditions which inclined to limit the effective juggling of MMSM dual roles and these included time management, lack of support from the lecturers, transport, excess workload, inflexible education system and policies, lack of social and financial support. This was supported Dallas's (1998) who observed that time-structured and inflexible academic systems do not favour student mothers to leave school activities behind but often occupy one's thought and emotions throughout the day. There are relatively a number of circumstances that explain the ideology and identity of MMSM. These circumstances become justifications to explain why some respondents lacked or received social and financial support, for example if a student mother was officially married with both parents' consent, she received social and financial support from both the parents and the husbands whereas a student mother who cohabited and conceived would arose anger from the parents and the would-be husband depending on whether he is or not interested in the baby leaving this student mother to finance her dual roles single handedly, which was constraining and stressful to the student mother as one participant expressed; "Whenever I would ask for financial support from my family members, they would refuse reminding me on how I didn't seek for parents' approval. The only fall back plan is turn to the father of the child to bear the responsibility." (Participant 27; aged 22) "Although at times my mother and husband extend their financial support towards my studies but still my ability to juggle the two roles effectively is still affected by financial constraints that never seem to end." (Participant 10; aged 24) The above statements are a true reflection to Miller et al. (2011) who asserted that Student mothers work more than non-parents to meet their many financial obligations. From the above statements, it is clear that MMSM received discrimination, insults, intimidation, stigma and were mocked by teaching staff which depreciated student mothers' morale through staff comments and actions (Mamhute, 2011). Similarly Tronto (2013) emphasized the need for educational institutions to training their academic staff to be caring people.

Coping Strategies Adopted by Student Mothers
In this study, participants revealed that they came up with means on how to manage their motherhood and marriage roles alongside their academic undertakings amidst many challenges. Such strategies included following advice, good time management skills, support from family and fellow students, faith and Allah, planning, creating extra time, assistance with child care. 7.6.1 Theme one: Advice to MMSM Participants have revealed that one of the coping strategies to their challenges faced while juggling their dual roles was by listening to good piece of advice. It has been observed that offering advice to student mothers is a source of motivation to continue studying while doing their motherhood roles. This advice was given in form of counselling by experienced people both on and off campus, which exposed MMSM to issues such as balancing family responsibilities, handling stress, time management, and developing confidence towards achieving their academic and personal goals. As reflected in the words of some participants; "I received advice from many different people for example my father, sister, lecturers and the university Although most of the participants highlighted the fact that IUIU did not avail them with child care facilities at the campuses to enable them juggle their dual roles effectively, most of them revealed that they were privileged to have their relatives, fellow classmates and husbands to support them look after their children while at the university. This is in regard to Lynch (2008)  Findings from the participants discovered that MMSM resorted to creating extra time for successfully undertaking their dual roles by either working late at night or working very early in the morning as a way of coping with the pressure and juggling two roles at the same time. This is in accordance with (Riordan, 2015) arguments that equated success to being able to stay in the moment for hours and focus on behaviors that must be done for that particular role to be performed effectively. examinations, missing tutorials and group discussions and all this is attributed to failure to manage their time while juggling their dual roles. As a way of coping with this challenge, many participants need to improve on their time management skills by learning to plan in order to coordinate and organize their motherhood and student roles such that time is not wasted, time tabling their activities so that they set their priorities right, ignoring some roles as a way of keeping time and trying to do the right activity at the right time, are some of the copying strategies that participants invented in order to manage their time effectively in manipulating their dual roles. As one participant voiced that; "You timetable yourself clearly indicating priority tasks. If I want to bathe in the morning, I first prepare the fire and boil water for tea as I am bathing and by the time you finish, the water is ready. I perform all activities concurrently because the time is not enough if I concentrate on one activity at a time." (Participant 3; aged 25) Time management is a key factor in improving the MMSM academic performance and other achievements in life. Thus, a need for each of the MMSM to acquire the ability of managing time effectively, which includes setting goals and priorities, using time management approaches aiming at using their time well while managing their dual roles.

Conclusions and Recommendations
There is need to provide accessible, affordable and dependable on-campus child care facilities.
Provision of sustainable and adequate child care resources and facilities is one sure alternative way for MMSM to access and complete higher education. IUIU can pattern with nearby communities to actualize child care centers. MMSM continuously cited lack of child care facilities within and outside the university. Yet it was very significant if they were to complete their studies.
The university needs to provide support to students in form of individual counselling, management of dual roles and parenting skills; the lecturers, administrators, family members and non-married students should be sensitized on understanding the complexities against provoking married Muslim student mothers that struggle with their realities of ideologies and identities on a day-to-day basis that require flexibility and support.
MMSM operate in a family system which influences their decisions hence the failure for them to make independent choices but seek approval from their husbands. If MMSM are to succeed in their endeavors of completing their education while married, they should submit to their husbands in order to receive emotional and financial support from them to fulfill their academic dreams and better future.
This kind of phenomenon presents a major untraditional step of great personal significance to women but also keeps in mind that their husbands may not like it because of the changes in the home especially in unprepared meals or calling meals late.
It is important for MMSM to understand that each step one takes in life will always encounter challenges but how you persevere through those challenges is what matters. Therefore, there is need for MMSM to remain positive and motivated by their identity and work hard to disprove those in doubt.
Conclusively, motherhood is a complicated and challenging undertaking and it becomes more complex when mothers add academic demands in order to meet the global changing trends. Findings have revealed that the role conflict experienced by MMSM affects their performance both at home and in their academic pursuit. Hence the need for policy makers to come up with effective strategies to deal with the change of the traditional perspective that motherhood and educational roles cannot be simultaneously managed by one person and the coping strategies should be geared towards traditional challenges embedded between motherhood roles and educational responsibilities. Institutions of higher learning should amend their policies to suit the growing phenomenon and make MMSM comfortable during their academic undertaking.
Academic staff should be mindful of the new category of learners in the 21 st century who struggle to make ends meet while managing their dual roles. It is not pragmatic to give the same treatment to different categories of students. Given the nature of identity, lecturers need to be mindful and human when dealing with MMSM to enable them claim their ideology as they struggle to achieve equality.

Implication for Future Research
The results of this study cannot be generalized because of the small sample of MMSM although they provide a context to understand the experience of MMSM in private and religious context. The findings of the study indicated that IUIU needs to put in place child care facilities to enhance academic completion. The study further provides for Ugandan context in understanding the implications of lack of child care facilities to mothers juggling multiple roles.
The study also contributed to the exiting literature by closing a gap of understating husbands' support in influencing MMSM academic completion.
The themes generated in this study represent the reality that MMSM deal with and how it impacts on their academic performance. Findings present a new category of student mothers motivated by their husbands to achieve their personal goals.