Browsing by Author "Matovu, Musa"

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Academic Self-Concept and Academic Achievement among University Students
(International Online Journal of Educational Sciences, 2012) Matovu, Musa
The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences.
ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE AMONG UNIVERSITY UNDERGRADUATE STUDENTS
(Open Access Publishing Group, 2020) Matovu, Musa
This study analyzed the relationship between academic self-efficacy and academic performance among university undergraduate students. The study was conducted to attest the relationship and differences between academic self-efficacy and academic performance among university undergraduate students. The sample was drawn from two universities (public and private) on which the questionnaire to measure academic self-efficacy and the Cumulative Grade Point Average (GPA) was distributed to participants (140 females and 153 males) selected from three faculties (Education, humanities, science) using stratified sampling. The universities were selected purposively. Descriptive and inferential statistics were used to analyze the differences and relationship between academic self-efficacy and academic performance among university undergraduate students. The results obtained revealed that there is a statistically significant relationship between academic self-efficacy and academic performance among university undergraduate students (r (293) = .816, p < .01). There were differences noted as regards gender in the students’ academic self-efficacy (t (291) = 2.76, p < .01), and academic performance (t (291) = 1.56, p < .05). From the results of this study it is recommended that universities institute measures to enhance students’ academic self-efficacy as it has been noted that it is related to their academic performance.
THE ADAPTATION STUDY OF MATOVU ACADEMIC-SELF CONCEPT SCALE TO TURKISH
(Turkish Studies - Social Sciences, 2019) Matovu, Musa
This study aims to validate the academic self-concept scale by Matovu (2014) to test for its variability and reliability in measuring academic self-concept among university students in Turkey. The number of instruments for measuring academic self-concept in different populations is limited. The focus of the studies conducted in Turkey on academic self-concept have been on specific academic areas at primary and secondary education levels, rather than higher education level. In line with the aim of the study, the construct validity of the Turkish version of the Academic Self-Concept Scale (ASCS) was tested with a total of 400 university students. The data collected from 200 students were used for the exploratory factor analysis and the other data from the other half were used for the confirmatory factor analysis. Barlett Test and Kaiser-Meyer-Olkin (KMO) coefficient were used for the exploratory factor analysis, which suggested that the sample size was sufficient for factor analysis and that the data was suitable for factor analysis. ASCS was found to have two factors, with factor loads ranging from .722 to .963. The internal consistency (coefficient alpha) of the scale was calculated as 0.93. The total item correlations varied from .43 to 0.80. Next, the confirmatory factor analysis was done to obtain standardized coefficient estimates, which were examined by t test for the significance of the coefficients. Chi-square, GFI, CFI and RMSEA values were obtained for the interpretation of model fit. DFA results showed the fit indices were 2 / 2.04 sd   , GFI= .91, CFI=.90 and RMSEA=0.051. Consequently, it is established that the Turkish version of the scale is a valid and reliable tool for measuring academic self-concept among Turkish university populations.
An analysis of psychological orientation, commitment and employee performance in Public Institutions
(International Journal of Research - GRANTHAALAYAH, 2020-01) Matovu, Musa; Nabayinda, Hasanati
The study intended to analyze the relationship between psychological orientation, commitment and employee performance among staff in public institutions: A case study of Kampala City Council Authority (KCCA). The study tested three hypotheses; (i) there is no relationship between psychological orientation and employee commitment in KCCA; (ii) there is no relationship between commitment and employee performance in KCCA; and (iii) there is no relationship between orientation and employee performance in KCCA. A correlational research design was employed to test the relationship between the variables under study. A closed ended questionnaire was adopted to collect data for this study.
An Analysis of Quality Assurance Key Performance Indicators in Research in Ugandan Universities
(International Journal of Instruction, 2018) Matovu, Musa
In a university, research is used to generate new knowledge and also increases the visibility of the university. The quality of research undertaken by the university is important in defining the nature of the university and its ranking nationally, regionally, and internationally. In universities, for research to be vibrant and quality-oriented, it should be based on achievable Quality Assurance Key Performance Indicators (QA_KPIs). This paper analyses QA_KPIs used to guide research at the Islamic University in Uganda. The objectives of this study included (a) to understand the roles of QA_KPIs in research at Islamic University in Uganda (IUIU), (b) to examine the differences in staff perceptions on QA_KPIs in research at Islamic University in Uganda, and (c) to examine the relationship between QA_KPIs’ variables used in maintaining quality in research at the Islamic University in Uganda. Results of descriptive statistics highlight that 154 majority of staff agreed that QA_KPIs have a role to play in ensuring the quality of research at the Islamic University in Uganda. It was observed that there was a statistically mean difference in staff perceptions as regards QA_KPIs in the academic qualifications. It was also observed that there are relationships between QA_KPI variables on the quality of research undertaken at Islamic University in Uganda.
Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning
(IIUM Journal of educational studies, 2015) Matovu, Musa; Zubairi, Ainol Madziah
This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.
Comparing effects of traditional and multimedia teaching of vital signs assessment on knowledge acquisition of nursing students at Islamic University in Uganda.
(Akamai University, 2017) Inuwa, A.; Nafiu, Lukman Abiodun; Habu, H; Matovu, Musa; Maigari, B
This study aims at comparing effect of traditional and multimedia teaching of vital signs assessment on knowledge acquisition of nursing students at IUIU. Quasi-experimental design was used for the study and a sample of 62 students were randomly selected. Knowledge acquisition levels of both the groups were compared using paired t - test and independent t- test. The study findings revealed a statistically significant difference on knowledge, t (30) = 4.42, p < 0.05 (two tailed) acquisition after the multimedia intervention. Knowledge acquisition scores significantly improve after the traditional intervention and there was a statistically significant difference in knowledge, t (30) = 7.99, P<.05 (two tailed). There was no statistically significant difference between post-test knowledge scores of students in multimedia and traditional groups t (60) = .061, P >.05). The mean post-test knowledge of traditional (M = 19.79, SD = 1.93) was slightly higher than multimedia (M = 19.76, SD 2.21). Therefore, it was recommended that multimedia method should be enhanced and used in combination with traditional method when teaching complex procedures. The management of IUIU should provide more multimedia delivery tools such as television and videos in the skills laboratory to ensure delivery by tutors and learning by students at their extra time.
Comparing Effects of Traditional and Multimedia Teaching of Vital Signs Assessment on Knowledge Acquisition of Nursing Students at Islamic University in Uganda.
(The Pacific Journal of Science and Technology., 2017) Inuwa, A; Nafiu, Lukman Abiodun; Habu, H; Matovu, Musa; Maigari, B
This study aims at comparing effect of traditional and multimedia teaching of vital signs assessment on knowledge acquisition of nursing students at IUIU. Quasi-experimental design was used for the study and a sample of 62 students were randomly selected. Knowledge acquisition levels of both the groups were compared using paired t - test and independent t- test. The study findings revealed a statistically significant difference on knowledge, t (30) = 4.42, p < 0.05 (two tailed) acquisition after the multimedia intervention. Knowledge acquisition scores significantly improve after the traditional intervention and there was a statistically significant difference in knowledge, t (30) = 7.99, P<.05 (two tailed). There was no statistically significant difference between post-test knowledge scores of students in multimedia and traditional groups t (60) = .061, P >.05). The mean post-test knowledge of traditional (M = 19.79, SD = 1.93) was slightly higher than multimedia (M = 19.76, SD 2.21). Therefore, it was recommended that multimedia method should be enhanced and used in combination with traditional method when teaching complex procedures. The management of IUIU should provide more multimedia delivery tools such as television and videos in the skills laboratory to ensure delivery by tutors and learning by students at their extra time.
COVID-19
(Interdisciplinary Journal of Education, 2021-12-02) Nabukeera, Madinah; Matovu, Musa
As the COVID-19 pandemic persisted, the government of Uganda together with Ministry of Education and Sports authorized education institutions especially universities to implement ODeL (Open Distance e-Learning) teaching and learning to enable education continuity and avoid students from lagging behind. The study used secondary sources to suggest preparation measures, identify ODeL challenges and suggested recommendations. The results indicated: a consistent, wholistic university approach; maintenance of learning outcomes; enduring student-centric, regular and clear communication; creation of many training platforms available in all sizes and shapes; avoidance of mistakes; and the situation though not being perfect, but was going on well
Distance education in Uganda: issues, opportunities, and challenges
(OIDA International Journal of Sustainable Development, 2012) Matovu, Musa
This article addresses how distance education has enabled universities in Uganda to extend their educational services beyond their boundaries to student who are not on campus. This has increased on universities’ admissions while minimally controlling overcrowding. The article highlights the nature and mode of distance education in Uganda, opportunities, and the challenges encountered by the universities in offering distance education. In summary, the article suggests the ways in which distance education can be improved, as such, the article answers the fundamental question to whether Information and Communication Technology (ICT) innovations in distance education can improve and sustain distance education in Uganda. Keywords: Challenges
Education Dualism and Secularism: An Integrated Education Approach to the Education System in Uganda
(EDUCARE: International Journal for Educational Studies, 2013) Matovu, Musa
Dualism in education is not good for Muslim education and an integrated curriculum should be opted in order to resist secularism in Muslim communities. The purpose of this paper was to underscore the rapid spread of secularism and the acceptance of education dualism in the Muslim education in Uganda. This paper gives a detailed explanation of education dualism and secularism in Muslim communities, most especially in Uganda. The paper also discloses that integration of the curriculum (“modern” and religious knowledge) is overdue to improve on the Muslim education in the country. With the use of document analysis method, this paper explicates secularism and education dualism, and also mentions on how they have penetrated and been accepted by the Ugandan Muslims community without scrutiny. This paper discloses the challenges of education dualism and secularism in the Muslim education which have led to Muslims’ intellectual, cultural, and social divergences from Al-Qur’an and Al-Sunnah in their education systems and practices. Also the paper proposes the possible solutions on how to exterminate education dualism and secularism from the Muslim education and communities in Uganda. In general, the scene of explanation of secularism and education dualism in Muslim communities in this paper was based on the Ugandan experiences.
Factors Influencing Assessment Practices among University Academic Staff: A Multiple Regression Analysis
(Mevlana International Journal of Education, 2014) Matovu, Musa; Zubairi, Ainol Madziah
This study investigated the factors influencing assessment practices among academic staff in universities, in Uganda. Academic levels, type of the university, specialisation, class size, and assessment-based training were hypothesised as factors influencing the university academic staff’s assessment practices. A purely quantitative approach was adopted to collect and analyse data for this study. An Assessment Practice Inventory Modified scale was used to collect data from 321 university academic staff considering their categorisations. Using multiple regression analysis, out of the five predictors included in the model academic levels and assessment-based training were found to be significant predictors of the university academic staff’s assessment practices; (F [2, 310] = 46.331, p < .001). According to the results revealed in this study, it is recommended that universities should ensure that their academic staff rise in academic levels and also, they should provide them with assessment-based training to improve their competencies and skills in assessing students.
Head teachers’ Delegation Practices and Teachers’ Psychological Job Commitment in Secondary Schools in Kira Municipality Wakiso District, Uganda
(Open Access Publishing Group, 2020) Matovu, Musa; Ssegawa, Davi
For foresighted management of secondary schools, head teachers must be able to delegate some of their powers to teachers at the lower levels. This study aimed at analyzing the relationship between head teachers’ delegation practices and teachers’ psychological job commitment in secondary schools in Kira Municipality, Wakiso District. The study tested the following hypotheses; (a) there is no statistically significant relationship between assignment of responsibilities and teachers’ psychological job commitment, (b) there is no statistically significant relationship between head teachers’ delegation of authority and teachers’ psychological job commitment, and (c) there is no statistically significant relationship between head teachers’ transfer of the accountability and teachers’ psychological job commitment in Kira Municipality, Wakiso District while cross sectional survey research design was adopted to obtain information from 113 respondents. A questionnaire and interview guide were used as tools to collect data for the study. The results of the Pearson’s moment correlation coefficient indicate that there are strong and positive statistically significant relationships between head teachers’ assignment of responsibility and teachers’ psychological job commitment (r (113) = .957; p = .000), head teachers’ delegation of authority and teachers’ psychological job commitment (r (113) = .995; p = .000), and head teachers’ transfer of accountability and teachers’ job commitment r (113) = .958; p = .000). It is recommended that head teachers should assign responsibilities, delegate authority and transfer accountability to teachers in order to increase their psychological commitment to their jobs.
Integration of Knowledge
(International Journal of Research and Innovation in Social Science (IJRISS), 2020-09) Matovu, Musa
Education in Islam should be founded on both acquired and religious knowledge based on the command from Allah SWT (Subhanahu Wa-Ta’ala) and sunnah of the Prophet (PBUH) to better serve the society needs, and also prepare people for the Hereafter. The revealed knowledge helps people manage themselves while the acquired knowledge helps man to manage the system or society. The knowledge from Al-Quran and sunnah guide man by controlling their sensory, intellectual and spiritual components of life while the acquired knowledge controls the body functioning for the individual to manoeuvre in this world. The integration of both revealed and acquired knowledge helps the learners to fully develop in terms of their body, soul and the spirit. Attaining a well-integrated education system helps in producing professionals who are highly skilled in their professionals but also understand Allah SWT and His Prophet (PBUH).
Interventionist classroom management and learning of children with disabilities in primary schools
(International Journal of Research Studies in Education, 2019) Matovu, Musa
The study aimed at examining the relationship between interventionist classroom management and learning of pupils with disabilities in primary schools. The objectives of the study were; (i) to examine the relationship between teacher proximity and learning of pupils with disabilities in primary schools, (ii) to analyze the relationship between relationship building and learning of pupils with disabilities in primary schools, and (iii) to examine the relationship between sitting arrangement and learning of pupils with disabilities in primary schools. A cross sectional survey research design was used to obtain information from 135 respondents. A questionnaire, interview guide and focus group discussion template were used as tools to collect data for the study. Quantitative and qualitative data collected was analyzed using the Statistical Package for Social Sciences (SPSS) and thematic content analysis respectively. Pearson product moment correlation coefficient results showed that a positive statistically significant relationship existed between teacher proximity and learning of pupils with disabilities (r = .69, n = 135, p < .01), a positive statistically significant relationship with relationship building (r = .52, n = 135, p < .01) and sitting arrangement (r = .38, n = 135, p < .01). It was concluded that teacher proximity has the highest statistically significant effect with learning of pupils with disabilities. Relationship building has a moderate statistically significant effect on the learning of pupils with disabilities. Sitting arrangement has the least statistically significant effect with learning of pupils with disabilities. It is recommended that teacher proximity, relationship building and sitting arrange should be considered when using interventionist classroom management for better learning of the disabled pupils.
Massification or Quality of Graduates?
(African Journal of Education, Science and Technology, 2018-04) Matovu, Musa
Massification of higher education is inevitable in the development process of Uganda where the country’s Gross Enrollment Ratio (GER) is at 6.8%. Massification in Uganda was introduced with an aim of higher education becoming accessible to all. This paper analyzes the multifaceted debates regarding higher education and development in Uganda. These debates include; (a) massification of higher education leads to development, and (b) training quality graduates leads to development. Against the two debates the government of Uganda has failed to take an appropriate position on whether it is for massification or producing quality of graduates. This literature review answers three broad questions; (i)Does massification of higher education lead to development in Uganda? (ii) Does training of a few quality graduates lead to development in Uganda? And, (iii) what is the best model for higher education in Uganda? With the increasing numbers of students enrolled in higher education institutions higher education has been faced with enormous challenges such as inadequate funding and staffing, deteriorating standards, low quality graduates, high student-staff ratio, poor physical facilities, and insufficient equipment. This paper makes suggestions on how massification in higher education can create a critical mass of human resources that can lead to economic development in Uganda
Massification or Quality of Graduates? A Model for Higher Education and Development in Uganda
(African Journal of Education, Science and Technology, 2018) Matovu, Musa
Massification of higher education is inevitable in the development process of Uganda where the country’s Gross Enrollment Ratio (GER) is at 6.8%. Massification in Uganda was introduced with an aim of higher education becoming accessible to all. This paper analyzes the multifaceted debates regarding higher education and development in Uganda. These debates include; (a) massification of higher education leads to development, and (b) training quality graduates leads to development. Against the two debates the government of Uganda has failed to take an appropriate position on whether it is for massification or producing quality of graduates. This literature review answers three broad questions; (i) Does massification of higher education lead to development in Uganda? (ii) Does training of a few quality graduates lead to development in Uganda? And, (iii) what is the best model for higher education in Uganda? With the increasing numbers of students enrolled in higher education institutions higher education has been faced with enormous challenges such as inadequate funding and staffing, deteriorating standards, low quality graduates, high student-staff ratio, poor physical facilities, and insufficient equipment. This paper makes suggestions on how massification in higher education can create a critical mass of human resources that can lead to economic development in Uganda.
ON-THE-JOB TRAINING AND EMPLOYEE PERFORMANCE IN PETROLEUM COMPANIES IN UGANDA
(International Journal of Research - GRANTHAALAYAH, 2019-08) Matovu, Musa
The study sought to examine the relationship between on-the-job training and employee performance in petroleum companies in Uganda. The study was based on the following objectives; (i) to examine the relationship between job rotation and employee performance in petroleum companies in Uganda; (ii) to examine the relationship between coaching and employee performance in petroleum companies in Uganda, and (iii) to assess the relationship between induction and employee performance in petroleum companies in Uganda. Results: The study adopted a correlational research design and collected data using a selfadministered questionnaire. The results obtained highlighted that; (i) there is a statistically significant positive relationship between job rotation and employee performance in petroleum companies (r = .492, p<.05); (ii) there is a statistically significant positive relationship between coaching and employee performance in petroleum companies (r = .619, p<.05), and (iii) there is a statistically significant positive relationship between induction and employee performance in petroleum companies in Uganda (r = .670, p<.05). It was observed that the three variables tested were related to employee performance in petroleum companies in Uganda. Conclusions: The study recommends that as part of on-the-job training induction, coaching and job rotation should be implemented in that respective order to improve employee performance
Perceived role of marketing communication strategies on students’ enrollment in private secondary schools in Mbale Municipality, Mbale district
(CARI Journals, 2018) Mukwana, Siragi; Matovu, Musa
The study examined the effect of marketing communication strategies on students’ enrollment in private secondary schools in Mbale municipality, Mbale district. The hypotheses of the study were; (a) external marketing communication strategies have no statistically significant effect on students’ enrollment in private secondary schools in Mbale municipality, (b) internal marketing communication strategies have no statistically significant effect on students’ enrollment in private secondary schools in Mbale municipality, and (c) relationship marketing communication strategies have no statistically significant effect on students’ enrollment in private secondary schools in Mbale municipality. A correlation research design was adopted for the study, with a population of 290 from which a sample of 165 was selected. A closed ended questionnaire was used for data collection, with both descriptive statistics and inferential used for data analyses. The study discovered significant effects between external marketing communication strategies on students’ enrollment (r = .490, N= 158, p<.05, β =.490), internal marketing communication strategies on students’ enrollment (r = .493, N =158, p< .05, β =.493), and relationship marketing communication strategies on students’ enrollment (r = .594, N =158, p<.05, β =.594). This implies that a unit change in external, internal and relationship marketing communication strategies leads to a 49.0%; 49.3% and 59.4% change in students’ enrollment respectively. The study concludes that external, internal and relationship marketing communication strategies have a statistically significant effect on students’ enrollment in private secondary schools in Mbale Municipality. Due to a higher effect relationship marketing communication strategies should be given priority when undertaking marketing in private secondary schools in Mbale Municipality, Mbale District.
School Management Mechanisms and Control of Discipline among Pupils in Primary Schools
(ERIC, 2020-04) Matovu, Musa
The aim of the study was to analyse the effect of school management mechanisms on the discipline of pupils in upper basic primary level. This study examined the effect of; (a) guidance and counselling on the discipline of pupils, (b) school-rules and regulations on the discipline of pupils, and (c) school-family initiative program on the discipline of pupils in upper primary basic level. A cross sectional survey design using both quantitative and qualitative approaches was adopted to obtain data from a sample of 291 participants from 11 primary schools. Both the Statistical Package for Social Sciences (SPSS) and thematic content analysis for quantitative and qualitative data analysis respectively, were used. The effect results highlighted by the multiple regression for guidance and counselling and discipline were; r = 0.628; p-value, 0.003 < 0.05; 95%, school rules and regulations and discipline were; r = 0.671; p-value, 0.009 < 0.05; 95%, and school-family initiative and discipline were; r = 0.601; p-value, 0.004 < 0.05; 95%. It was concluded that guidance and counselling, school rules and regulation, and school-family initiative were significant predictors of pupils' discipline in upper primary basic level. It is recommended that school management should be committed in executing school management mechanisms in their hierarchy of importance to effectively implement discipline in upper primary basic level.