Research Papers

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12309/187

Browse

Now showing 1 - 20 of 35

Factors necessitating curriculum reform
(Uganda Higher Education Review, 2005) Sengendo, Ahmad K.
The only thing that is permanent is change by its very nature, education is a product of changes in society as much as it leads to social change. Educational institutions are social institutions set up and maintained by society's self preservation and perpetually shape the face of the ever changing environment.
Challenges facing Universities in Uganda
(Uganda Vice Chancellor's Forum, 2012) Sengendo, Ahmad K.
Makerere University, Uganda’s oldest and biggest university, started in 1922 as a technical college. It was offering the curriculum of the University of London as Uganda was under British colonial rule by then. It later became a university College, then a University of East Africa and finally an independent University. It remained the only university in Uganda until 1988 when the Islamic University in Uganda (IUIU) was opened. Uganda had seen a dramatic increase in universities since the government started allowing private universities to operate in 1988. As of 2010 there were five (5) Government (Public) universities and at least 23 private universities.
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
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.
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.
Self-perceived assessment competencies and practices among university lecturers
(Emerald Group Publishing Limited, 2013) Matovu, Musa; Zubairi, Ainol Madziah
Purpose – The purpose of this paper is to analyse the lecturers’ self-perceived competencies and practices in assessing students. Design/methodology/approach – An Assessment Practices Inventory Modified was administered to a sample of 329 randomly selected lecturers from six universities in Uganda. Factor analysis and multivariate analysis of variance (MANOVA) were used to address the research questions. Findings – The results of factor analysis yielded a factor structure of four variables; design, administration, interpretation, and application. The MANOVA multivariate test results highlighted differences in assessment competencies and practices among lecturers in the different academic levels (Wilks’ l¼0.732, F(16, 313)¼5.624, po0.05, Z2¼0.075), and in the interaction between type of university, specialisations, and academic levels (Roy’s largest root¼0.073, F(8, 313)¼2.543, po0.05, Z2¼0.068). The Tukey HSD post hoc test results revealed that lecturers in the specialisation of education were different from their counterparts in other specialisations, in interpreting assessment results. Academic levels differences existed in all the dependent variables (design, administration, interpretation, and application). No differences existed in assessment competencies and practices between lecturers in the different types of universities. Originality/value – Lecturers have been found to differ in their assessment competencies and practices, according to their specialisations and academic levels. It has been recommended in this study, that, assessment training programmes be made mandatory to all lecturers in universities, in order to bridge the gap their competencies and practices in assessing students.
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.
A Structural Equation Modelling of the Academic Self-Concept Scale
(International Electronic Journal of Elementary Education, 2014) Matovu, Musa
The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005) was deemed adequate in collecting information about academic self-concept among university students.
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.
A measurement model of talent management practices among university staff in central region of Uganda
(Journal of Positive Management, 2016) Miiro, Farooq; Othman, Azam; Nordinc, Mohamad Sahari; Ibrahim, Mohd Burhan
The empirical study objective was twofold; first to survey the degree to which university staff perceive on the use of talent management instituted a meaningful practice at universities of central region in Uganda; secondly it focused on testing the suitability of the dimension in terms of reliability, convergent validity, discriminant validity; and measurement equivalence for both working experience, and gender of university staff. The sample covered 808 university staff from six universities in the Central Region of Uganda in the year 2016. Data collection was done using a self-reported 24-item questionnaire so as to determine how the university staff perceive the construct of talent management practices. The Survey tool was distributed by the researcher and researcher assistants to volunteers in the six universities that participated in this study. The outcomes of the study reinforced, illuminated and gave a deeper insight into the results of previous studies on the same subject which has been infused in the university business and strategy. The study furthermore found evidence of validity and reliability for a multidimensional construct of talent management practices. Also, the measurement for working experience proved variant whereas gender was invariant. The findings of the study will be help stakeholders to contrive informed suggestions towards decision making for developing and retaining university staff to towards university effective performance, and is a source of information and knowledge to future research in the same area.
Islamic University in Uganda: Its Role in the Socioeconomic Development of East Africa’s Muslim Communities
(Springer International Publishing AG, 2017) Sengendo, Ahmad K.
The first Muslims to come to Uganda arrived at the palace of King Ssuuna II Kalema Kisinjo (d. 1856) of the Buganda Kingdom (d. 1856) during 1844 (Kasozi 1986, 1996). These Muslims were Arab traders who hailed from the Arabian Peninsula and elsewhere, whose main objective was to pursue trade and profits; spreading Islam was not among their priority goals. Although King Ssuna showed an interest in Islam, it was his son and heir, King Mutesa I (d. 1884), who accepted Islam and ordered its doctrines to be taught in the palace (Kulumba n.d.). In 1877, the first group of Christian missionaries came to Uganda and introduced the king to their religion. At that time, there was a standoff between the king and some Muslims, who insisted that he must be circumcised. But since Buganda traditions stipulated that a king is not permitted to voluntarily spill his blood, he opted to adopt Christianity, as it did not require that he be circumcised. The religious conflict that developed, known as the Buganda Palace Wars of the 1880s, resulted in the permanent defeat of the Muslims and the ascendancy of Christianity in Uganda as a whole (King et al. 1973).
Islamic University in Uganda (IUIU) : The Pioneers
(Springer International Publishing AG, 2017) Gyagenda, Ismail S.; Rajab-Gyagenda, Wardah M.
The story of the establishment of the Islamic University in Uganda (IUIU) is multifaceted and fascinating. It is a story ofinternational politics and diplomacy, of Ugandan politics in all its complexities, of dreams and false starts, of strategic timing and fortitude, and of patience and perseverance. The story spans the political regimes of virtually all the long-term presidents of Uganda, from President Idi Amin (1971–1979), to President Milton Obote II (1980–1985), to President Yoweri Kaguta Museveni (1986—present). This study explores that story, with a focus on the years 1987–1988, when the university was born on the campus of the former Nkoma Secondary School, in Mbale district, in the Eastern region of Uganda. However, to understand the rationale for establishing IUIU, one must first understand the history of Muslim education during the pre- and postindependence eras in Uganda.
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.
Examining organizational health practices among universities in the central region of Uganda
(Journal of Positive Management, 2017) Miiro, Farooq
This study gives insights on the organizational health practices applied in Ugandan universities of the central region. The paper examined four subdimensions of the construct through the use of the data obtained from eight hundred twenty (N=820) randomly selected sample of volunteers from the six universities that have been in existence for the last fifteen (15) years. The data were gathered using a 25- items adopted and adapted from the previous studies reviewed, a Likert scale ranging from strongly disagree to strongly agree (1 – 5) was used based on by Keller and Price conception of the construct. Confirmatory Factor analysis a component of structural equation modelling was employed to analyze the four subdimensions of the construct organizational health. The research findings of the empirical cross section survey reflected that there is a relationship between the four factor subdimensions; culture and climate, control and coordination, innovation/invention and accountability even though they are all distinct in nature. Meanwhile, accountability as one of the construct was eliminated from the results in figure 2 due to lower scores in the average variance explained (AVE). The results further exhibited that the four subdimensions of organizational health are reliable and valid measurements of the construct. The data generated was deemed appropriate for the study since structure equation modelling requires a big sample, and fitted the model due to the fact that all the parameter estimates were met. Lastly, the data was analysed through the use of confirmatory factor analysis and the study findings generated are an extension of the previous study findings since there was no similar study done in Uganda especially on higher education using this methodology. The study has greater implications to managers towards improvement of university staff performance and institutional transformation.
Analysing the relationship between sustainable leadership, talent management and organization health as predictors of university transformation
(Journal of Positive Management, 2017) Miiro, Farooq; Othman, A; Nordinc; Ibrahim, Mohd B
Research objective: The objective of the study was to examine the relationship between sustainable leadership, talent management and organizational health as predictors of university transformation. This study went further to establish the mediation effect of organizational health as a mediating factor between the exogenous variables (sustainable leadership and talent management) and endogenous variable (university transformation). Research technique and methodology: The study used a cross sectional survey design and the sample of respondents (N=820) was randomly chosen from six universities in which the central region of Uganda. The sample was deemed convenient for this study since the method used for data analysis was structural equation modelling that normally requires a big number of sample population. A confirmatory factor analysis (CFA) was used to analyze each of the individual constructs used to attain reasonable parameters estimates. The fully fledged structural equation modelling (SEM) was used in the study to analyze the hypothesized structural model and its casual relationships plus the mediation effect between the constructs. Main findings: The findings of the study showed that there is positive relationship between sustainable leadership, talent management and organizational health. However, the relationship between sustainable leadership and university transformation, talent management and university transformation were negatively related. 33 Practical implications: It was recommended to educational practitioners, lecturers and policy makers to use this model to harness university transformation. For researchers, it could be used to do further examination of university transformation on other universities both locally and internationally.
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.
The state of Internal Quality Assurance systems in Ugandan Universities
(European Journal of Education Studies, 2017) Matovu, Musa
It should be been within the interest of any university to know and ensure quality in the teaching and assessment of its students. The services offered by universities include; teaching of students, undertaking research and offering community service. These to be attained effectively, universities should institute quality assurance systems in order to ensure that they offer quality services to their stakeholders. This paper highlights, the implementation of internal quality assurance systems in universities in Uganda, and the region as a means of improving the teaching and learning of the students. It has been observed that many universities in Uganda and in the region have not enhanced their quality assurance systems, and thus offering pitiable services to their stakeholders. Research has shown that putting in place functional internal quality assurance systems is the only way universities can advance and also enhance quality in the services they offer. Some universities in Uganda and in the region have been found to lack the will of advancing and enhancing functional quality assurance systems despite having the means. On the other hand, though some universities have the zeal to implement and operationalize quality assurance systems, they lack adequate resources while quality assurance is attached to a price. It is recommended that universities in Uganda and in the region should ensure that quality assurance systems are in place and also, allocate adequate resources to quality assurance activities within their universities.
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.
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.
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.

Browse

Browsing Research Papers by Issue Date