Research Papers

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

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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
An Islamic Approach towards Nurturing Learners’ Morals in Institutions of Higher Learning in Uganda
(East African Journal of Interdisciplinary Studies, 2021-10-19) Hassan, Amina; Kaggwa, Rehema
This study explored an Islamic approach towards nurturing students’moral values in institutions of higher learning in Uganda. The purpose of this study was to highlight the moral values that are emphasized among Muslim students at higher education institutions and the ways these moral values are nurtured in the students at this level. The study was qualitative and used phenomenological approaches. Methods of data collection included a literature review and interview of respondents knowledgeable in Islamic education to tap the tacit knowledge they have on moral development. These were selected from departments teaching Islamic Studies. Data were analysed using the content analysis method.The study found the moral values inculcated to include prayer, respect,greeting, regulating free mixing, proper dress code, helping, cleanliness, and many more. Three major methods used to instill moral values were found. First, learning moral values through teaching various subjects in the curriculum like an introduction to Islam, integration of knowledge,and use of visual aids. Second, supporting moral development through students’ leaders and associations, guidance and counselling, da’awa work, and disciplinary committee. Third, through a practical method of role modelling, and practicing moral values
An Exploratory Study of Students’ Indiscipline at Islamic University in Uganda
(East African Journal of Education Studies, 2021) Amina, Hassan
The study explored the common students’ indiscipline at Islamic University in Uganda. The study was quantitative and a cross-sectional survey design was used. The population of the study was 3,486 registered students in the academic year 2019/2020. They were selected from the Faculty of Education, Faculty of Management Studies, Faculty of Law, Faculty of Social Sciences, and Faculty of Science. A sample of 265 respondents was selected for the study using proportionate and random sampling. The mean score was computed to analyse the data. To conclude, the point range of the arithmetic mean was considered. The study found that the common indiscipline among learners in IUIU included disrespect to teachers and school rules and regulations, theft, and irregular attendance. The study recommended IUIU administration improves staff remuneration to change the status of the teachers. Furthermore, the administration needs to tighten security in the university and residents need to take care of their property to avoid theft. The researcher also recommended that a study should be carried out to find out the cause of students’ irregular attendance
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
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.
A STRUCTURAL EQUATION MODELING OF THE ASSESSMENT PRACTICES INVENTORY MODIFIED (APIM) SCALE: AN ASSESSMENT MODEL FOR HIGHER EDUCATION INSTITUTIONS
(2020) Matovu, Musa
This research analysed the psychometric properties of the Assessment Practices Inventory Modified (APIM) using structural equation modelling. The APIM scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. A purely quantitative approach with a stratified random sampling technique to select the participants was adopted for this study. The objective of this study was to; test the psychometric properties of the APIM scale. The results of the psychometric properties revealed that the APIM scale is an adequate instrument in measuring assessment practices among university academic staff. The hypothesised model was found to be adequate in explaining assessment practices among academic staff in universities; χ² = 902.619, χ²/df = 1.842, df = 490, p = .000, CFI = .906, RMSEA = .052, and SRMR = .050. The findings revealed that the APIM hypothesised model was fit and adequate to explain the factors assessment practices of staff in higher education institutions. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda to understand assessment design, administration, interpretation and application
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).
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.
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
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.
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.
A Validation of the Assessment Practices Inventory Modified (APIM) Scale using Rasch Measurement Analysis
(2019) Matovu, Musa
There are many instruments that have been designed to measure assessment practices skills, but very few have been validated for their soundness and consistency in measuring lecturers’ assessment practices skills. This study was undertaken to examine the psychometric properties of the Assessment Practices Inventory Modified (APIM) scale, and its soundness in measuring assessment practices skills among university lecturers. A quantitative survey research design was adopted for this study. The 50-item APIM scale on a five-point Likert scale was administered to a sample of 321 lecturers randomly selected from six universities in Uganda. The data collected was analysed using WINSTEPS Rasch Measurement Modelling Program for both Classical Test Theory (CTT) and Item Response Theory (IRT) to test the psychometric properties of the APIM scale. From the results of both the CTT (Cronbach’s alpha and the point bi-serial coefficients) and IRT (category probability curve, item and persons’ reliabilities, item characteristic curve, item difficulty, fit statistics, and principal component analysis) in this study, the APIM scale was found to have adequate psychometric properties in measuring assessment practices skills among university lecturers. The APIM scale was also found to be invariant to gender of the university lecturers. In conclusion, the APIM scale has been found to be sound and consistent in measuring university lecturers’ assessment practices skills. This study has pronounced a sound and consistent instrument in measuring assessment practices skills among university lecturers in Uganda, and has provided universities in Uganda with a valid and reliable instrument which will measure assessment practices skills of their lecturers. The results of this study have highlighted that the APIM scale can universally measure assessment practices skills among university lecturers
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.
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.
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.
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.
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.
Mass education aspirations and the quality demand in the delivery of higher education in east Africa: Consequences of migration from elitism
(CARI Journals, 2018) Mpaata, Kaziba Abdul; Mpaata, Zaid
The study examined the influence of the current mass education aspirations on the quality demand in the delivery of higher education in East Africa. The population comprised appointed quality assurance officers/directors for chartered Universities in the region which are both public and private. The sample used was 41 directors of quality assurance who were invited for the management quality assurance workshop in Tanzania by the Inter University Council for East Africa (IUCEA) out of whom only 35 returned completed and usable questionnaires. The specific objectives were; (1) to determine the relationship between student assessment and the current mass education aspirations; (2) to assess the relationship between the quality of teaching by the academic staff and the current mass education aspirations in the region; (3) to analyze the relationship between the quality of facilities and infrastructure such as library, ICT and the current mass education aspirations. Results revealed that; (1) the current increased numbers of students in higher education demands that universities strengthen the student assessment process [r = .743**, p < 0.0001]; (2) the present numbers of students in universities requires more well trained staff to provide quality teaching [r = .709**, p < 0.0001 ]. It was further revealed that there is also a significant association between the present student numbers in universities and the current demand for better facilities in terms of physical infrastructure and library space [r = .787**, p < 0.0001] and ICT [r = .696**, p < 0.0001]. It was therefore concluded that there is need for a deliberate move by all universities in the East African region to ensure that they put in place proper student assessment practices, the required infrastructure and ICT facilities and ensure quality teaching and learning in the whole process.
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.

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