East African School of Higher Education Studies and Development (EASHESD) Collections

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    Accessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja District
    ( 2012-09) Musiho, Abdala
    The purpose of this study was to establish the factors affecting accessibility to tuition free universal primary education by rural households. The study was conducted in Busolwe Sub County in Butaleja district. The major objectives were: (1) to determine the socio-economic and institutional factors limiting accessibility to school by rural households; (2) to examine the attitudes of rural households towards universal primary education and (3) establish the factors that can encourage rural households to send their children to primary schools. The methodology used in this study was both qualitative and quantitative and questionnaires and interview guide were the major tools of data collection. Data analysis was used using Pearson’s correlation coefficient and the results indicated that there was a positive relationship between households’ income, level of education, ignorance of the importance of education and accessibility to tuition free primary education. The findings of the study also revealed that in Busolwe Sub County, many children do not attend primary schools or do not complete their primary education despite the fact that it is tuition free. The major cause of this phenomenon was that many rural households are still ignorant of the importance of education to mankind, in addition to the socio-economic and institutional factors. The researcher recommended that there is need to raise awareness of the importance of education for all children and mobilize a wide array of actors to improve and expand education infrastructures.
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    Accountability practices of academic staff and service delivery at Makerere University
    (Makerere University, 2022-12-12) Katongole, Gonzaga
    This study investigated students’ satisfaction with the quality of teaching, examination and field attachment programs they received at Makerere University. It also examined academic staff’s accountability mechanisms and how these relate to the quality of delivery of teaching, examination, and field attachment programs at the University. Following a cross-sectional survey design, data was collected from 397 undergraduate students at the College of Education and External Studies (CEES) and the College of Humanities and Social Sciences (CHUSS). Data was also collected from 30 key informants, who included twenty academic staff and ten administrators. The University’s teaching, examination, and field attachment policies were also reviewed. The findings suggested that for the greater part, the students were satisfied with the quality of teaching, examinations and field attachment programs. However, the academic staff’s accountability mechanisms relating to provision of the programs were found to be ineffectual in determining quality. This was found to be due to the sagging student numbers, inadequate facilitation of academic staff, and constraints in the areas of infrastructure and equipment. However, with exception of invigilation, the academic staffs’ accountability mechanisms in relation to examinations were found to be effective. It is recommended that the university reviews its admission policy and admits only students she can adequately provide for. Alternatively, the university may consider recruiting more academics, building more teaching and learning facilities, facilitating academic staff to conduct research and giving the supervisors of intern students more support.
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    An analysis of academic staff turnover in private universities in Uganda
    (Makerere University, 2019-03) Ocak, Joe Robinson
    The purpose of this study was to explore the factors underlying academic staff turnover, find out its implications and the researcher provided way forward to prevent academic staff turnover in private universities in Uganda: A case study of All Saints University, Lango. The failure of the University to retain academic staff has been largely attributed to the University’s failure to meet the basic demands of academic staff. The more the University failed to meet those basic demands, the more the academic staff turnover, hence deterioration in academic performance of the students at the University. It is against this background that the question of how do we solve it arises. The study used an exploratory design. The study objectives were to; 1) explore factors underlying academic staff turnover at All Saints University, Lango, 2) find out the implications of academic staff turnover on academic performance of students at All Saints University, Lango. The findings on objectives 1 and 2 are to enable the researcher provide way forward as part of his contributions to the field. It was carried out by administering interviews to purposively selected academic staff from Faculty of Education in the Departments of Full Time Studies (DFTS) and Department of Distance Studies (DDS). Academic staff turnover was discovered to have negative implications on the students’ academic performance. The study found out that academic staff were paid low salary hence academic staff turnover became inevitable. Poor working conditions was also discovered, lack of security of service, lack of promotion, lack of recognition, poor management style and presence of other established universities were all discovered. All the above were responsible for academic staff turnover at the University. It was therefore concluded that the University management should prioritize to increase academic staff salary, and look into academic staff welfare and remuneration. Through this academic staff turnover will be checked hence improved academic performance of students at the University.
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    Antecedents of commitment of academic staff in universities in Uganda: A conceptual paper
    (Nkumba Business Journal, 2015) Mugizi, Wilson ; Bakkabulindi, Fred E. K. ; Bisaso, Ronald
    The importance of employee commitment (EC) in so far as enhancing employee job performance is concerned is widely recognised in scholarly literature. Committed employees may be more likely to engage in extra-role behaviours such as creativity, have less intentions of leaving the organisation, accept and enhance organisational change and involve in knowledge sharing. Despite the apparent importance of EC, evidence shows that there is low EC among academic staff of universities of Uganda. Academic staff engage in frequent strikes, threats of strikes, absenteeism, delayed handing in of marks, part-time activities and show declining motivation and commitment to excellence. This means that if the problem of lack of EC among academic staff persists, there will be complete decline in the academic standards of universities. This paper proposes a study to isolate significant antecedents that can enhance EC of academic staff in universities of Uganda. The antecedents to be appraised are in three categories, namely, human resource management (HRM) practices, organisational characteristics and personal characteristics. This paper that is derived from a PhD proposal, highlights the introduction, theories, the problem, objectives, significance, framework, related literature and the corresponding hypotheses to be tested. It also proposes the methodology to be used in the study. The PhD monograph and future articles to be generated from the proposed study will give the findings, conclusions and recommendations.
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    Applicability of Smerek and Peterson’s Assessment Model in analyzing Job Satisfaction among the Academic Staff at Makerere University
    (Makerere University, 2022-05-22) Muwanguzi, Eria
    The purpose of this study was to assess the applicability of Smerek and Peterson’s model in explaining job satisfaction among the academic staff in Makerere University. In particular, the study examined whether intrinsic, extrinsic factors, job characteristics and personal characteristics are significant predictors of job satisfaction among academic staff. Using the positivist paradigm, the researcher adopted correlational and cross-sectional research designs using a questionnaire survey on 304 respondents. Quantitative data was analyzed using descriptive statistics, Students’ t-test, ANOVA, correlation and multiple regression analysis. Hence, the main findings were that the intrinsic factor of recognition was the only significant predictor of job satisfaction. However, work itself, opportunities for advancement, professional growth opportunities, responsibility, good feelings about the organization and clarity of mission were not. Secondly, extrinsic factors of effective supervisor, good relationship with co-workers, satisfaction with salary and presence of core values were positive significant predictors of Job Satisfaction while effective management and satisfaction with benefits were not. Thirdly, Job characteristics of task autonomy and task significance were positive significant predictors of job satisfaction while task variety, task identity and feedback were not. Fourthly, Personal characteristic of the sex of respondents was the only statistically positive significant factor of job satisfaction while age, education, marital status, lengths of service and the category of department one belongs to were not. In conclusion, in regards to Smerek and Petersons dimensions, the intrinsic factor of recognition was the most important predictor of JS. Secondly, the extrinsic factors of effective supervisor, good relationship with co-workers, satisfaction with salary and presence of core values were substantial predictors of JS. Thirdly, the job characteristics of autonomy and task significance were viewed as significant predictors of JS. Fourthly, the personal characteristic of sex of respondents was a statistical positive significant predictor of JS. The study recommended that the authorities responsible for JS at Makerere University like the Principals, Deans should manage, monitor and supervise staff more effectively, make more informed decisions so as to enhance extrinsic JS. The relevant authorizes, at Makerere university such as the University Council need to make the system of employee recognition more fairly and transparent so as to enhance intrinsic JS. This can be done by providing academic staff with clear information on whom, when and how an employee can be recognized. The authorities responsible for JS at Makerere University such as the Deans and heads of departments should guarantee more academic freedom to the academic staff so that they can rearrange tasks and responsibilities to better align roles in regards to the changing environment inside and outside the University. The University Council should encourage gender sensitive planning, implementation and monitoring strategies as a mechanism of enhancing JS at Makerere University.
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    Applicability of the entrepreneurial university model to Makerere University
    (Makerere University, 2024-07) Kamanzi, Stella-Maris
    Hinged on the HEInnovate Framework, this study scrutinized Makerere University’s leadership and governance, organizational capacity, incentives, entrepreneurship in teaching and learning, pathways for entrepreneurs, university-business relationships, internationalization, and impact measurement of entrepreneurial activities. The goal of the scrutinization was to determine the applicability of the entrepreneurial university model to the University. The study followed a mixed methods design. Data was collected using self-administered questionnaires and interviews. Data was analyzed using descriptive statistics, and thematic analysis. The study found that entrepreneurship is echoed in the University’s strategic documents. However, obstacles to implementation of various entrepreneurial activities were noted. These included; limited strategic execution of entrepreneurial interventions and gaps in organizational capacity. It was also found that efforts are being made to integrate entrepreneurial approaches into the curriculum. However, a notable discrepancy exists in the encouragement of faculty participation in entrepreneurial activities. The University is committed to entrepreneurship through mentorship, funding, and practical application. However, there is a disconnection between entrepreneurial initiatives and perceived engagement among students and staff. The University is dedicated to entrepreneurial collaborative efforts. However, challenges such as understaffing and inadequate research infrastructure persist. Internationalization is recognized as integral to the university's entrepreneurial strategy, emphasizing its potential for promoting entrepreneurship in teaching, research, and community engagement. However, challenges persist in supporting international mobility and attracting entrepreneurial staff, highlighting areas for improvement. It is concluded that the Entrepreneurial University Model is not readily applicable to Makerere University. Although teaching and learning, and university–business relationships for knowledge exchange at Makerere University portray strength in entrepreneurial capacity, gaps in leadership and governance, pathways for entrepreneurs and University internationalization constrain entrepreneurial success. It is recommended that the University Council grants the various Units of the University more autonomy to devise and implement their entrepreneurial agenda. It is also recommended that University Management develops systematized, intentional and targeted strategies for entrepreneurial stakeholder engagement and internationalization.
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    Approaches for Implementation of Education for Sustainable Development in Public Universities in Uganda: A Case of Busitema University
    (Makerere University, 2022-12-21) Ujeyo, Margaret Stella
    The contribution of higher education institutions as the main drivers of change in ameliorating the immense sustainability challenges plaguing the world is widely acknowledged. Many higher education institutions have taken innovative strides in incorporating Education for Sustainable Development (ESD) but there are hardly any reports about how higher education institutions in Uganda are contributing to the achievement of the sustainable development goals. Busitema University’s mission is “to educate and train for societal transformation and sustainability.” The purpose of this study was to investigate the approaches adopted by academic staff in Busitema University to implement ESD as captured in the instituion’s mission. The study was informed by the transformative learning theory and influenced by a pragmatist philosophical stand. A concurrent mixed methods strategy based on a cross-sectional survey and case study design was adopted employing both quantitative and qualitative approaches to answer the research questions on implementation of ESD. Self-administered questionnaires to academic staff, interviews with key ESD persons and focus group discussions with students were used to develop detailed research evidence. Documents were reviewed to complement primary data. The findings show that academic staff in Busitema University have adopted varied discipline-based programmatic approaches for implementing education for sustainable development without embracing the much desired whole system approach. They dominantly use teacher-centered pedagogical approaches and have not fully embraced transformative pedagogical approaches. They use ICTs basically for general task of communication and information sharing. The study concludes that the inclusion of sustainability themes in the University’s mission had not translated adequately into practical actions. The study recommends a holistic, comprehensive and multidimensional approach in order to develop, harmonise and strengthen implementation; adoption of transformative pedagogical approaches and intentional use of ICTs to implement programmayic and pedagogical approaches for Education for Sustainable Development.
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    Assistive technologies in teaching children with physical disabilities in selected pre-schools in Kampala Central Division
    (Makerere University., 2024-07-16) Kiwanuka, Esther Margaret
    The connectivism Learning theory proposed by George Siemens &Stephen Dwnes (2005) believed that technology is a major part of learning and that the use of technologies like the assistive technologies gives children opportunities to make connections, choices about learning and promote group collaboration. Guided by this theory, this qualitative study focused on assessing how use of assistive technologies influences the learning of children with disabilities in Pre-school . The study specifically examined the usage, benefits, barriers and best practices in the use of assistive technologies. Information was provided by a total of 15 respondents from pre-schools within Kampala central division. The administrators of pre-schools and teachers were purposively selected, whereas the pre-school children were selected using simple random sampling .Data was collected using a structured interview guide and Observation check list and analyzed using content analysis. The findings revealed that, the use of assistive technologies was in place but schools faced acute financial constraints in acquiring the desired items since government facilitation was minimal. The very limited access to assistive technologies narrowed teachers‟ understanding of assistive technologies in the learning of pre-school children. It was also found out that in schools with external donations, the use of assistive technologies featured, the technologies provided opportunities for interaction, working together, sharing and communication which are critical pillars in the learning and development of pre-school children, The teacher intimated that use of the assistive technologies was in place but teachers had limited understanding of the Assistive technologies user guides, which rendered some items idle.. It was revealed that all the teachers overwhelmingly agreed that assistive technologies are important in the effective and efficient learning of the children. The researcher recommends that having a variety of assistive technologies be made a key requirement in pre-schools. The MOES should also support pre-schools in acquiring relevant assistive technologies. All teachers should be regularly trained in the effective and efficient use of assistive technologies. The pre-school curriculum should be made more activity based to allow teachers and children opportunity to use assistive technologies.
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    Bureaucratic practices and teachers’ performance in Primary schools in Kampala District
    ( 2011-05) Nanteza, I
    The purpose of the study was to establish whether bureaucratic practices relate to teachers’ performance in primary schools in Kampala District. The study was guided by three objectives that was to establish the relationship between; (i) established hierarchy of authority, (ii) delegation of authority and (iii) division of work, on the performance of primary school teachers in Kampala District. A co-relational research design was used to relate bureaucratic practices to teacher performance in the primary schools in Kampala District. A sample of 209 teachers in Kawempe Division in Kampala District participated in the study by answering the questionnaire. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson’s Linear Correlational Coefficient (r) was used to the level of correlation between the variables. The study findings showed that established hierarchy of authority relates to performance of primary school teachers in Kampala District. The study also showed that delegation of authority relates to performance of primary school teachers in Kampala District. The study further showed that division of work relates to teacher performance in the primary schools in Kampala District. Therefore, the researcher recommended that authority should be clearly demarcated from top to bottom and sensitized to the teachers there from to ensure efficiency and effectiveness in performance. The researcher also recommended that the Ministry of Education and Sports in conjunction with heads of schools should carry out workshops and seminars to continuously sensitize school heads on delegation of tasks, authority to enhance subordinate teachers get involved in governing of schools. The researcher further recommended that the Ministry of Education and Sports should encourage head teachers to ensure specialization to particular departments if performance is to be ensured.
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    Capacity building approaches and internal efficiency of Nakawa Vocational Training Institute in Uganda
    (Makerere University, 2024-11) Bindya, Kenneth Peter
    This study investigated the relationship between Capacity Building Approaches and Internal Efficiency of Nakawa Vocational Training institute (NVTI) Kampala, District Uganda. Specifically, the study examined the relationship between; Top-down capacity Building Approach and internal efficiency; Bottom-up capacity Building Approach and internal efficiency and; partnership capacity Building Approaches and internal efficiency of Nakawa Vocational Training institute. The study was guided by the cross-sectional research design which is correlational. The study population involved 80 academic staff and 15 administrators of Nakawa Vocational Training Institute Kampala District. Sampling Strategy was by probability and specifically simple random sampling. Simple random sampling was through lottery method by selection from a list of names 1 -66(used small papers with numbers and randomly picked numbers).A Self-Administered Questionnaire (SAQ) was the main data collection tool. Quantitative data analysis involved the use of simple descriptive and inferential statistics. The study found a moderate significant positive relationship between Top-down capacity building and internal efficiency. The study also found a moderate significant positive relationship between bottom-up capacity building and internal efficiency. The study found a moderate significant positive relationship between partnership approach to capacity building and internal efficiency. It was concluded that there exists a positive relationship between capacity building approaches and internal efficiency of NVTI. This means that the study findings are consistent with existing literature and the applied theory further indicating an addition to the existing body of knowledge. The study recommended that; the institute should devise ways of improving her capacity to mobilize resources for improving the internal efficiency; the institute should improve on the quantity and quality of training provided to the staff especially those working to improve completion rates of the students and; the institute should improve on her ability to network and build coalitions with other educational institutions to ensure that a joint solution to improving internal efficiency is adopted.
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    Challenges affecting the performance of graduate students at the College of Education and External Studies, Makerere University
    (Makerere University., 2019-12-11) Semutima, Joseph
    The general objective of the study was to examine the challenges facing graduate students and their impact on academic performance in the College of Education and External Studies (CEES) of Makerere University. Specifically, the study sought to establish the financial, family commitment and institutional support factors affecting the performance of graduate students in the CEES. Cross sectional and correlational research designs were employed using both qualitative and quantitative research approaches. Data collected were presented using frequencies and percentages. The study findings showed that financial, family commitments and institutional support challenges greatly constrain the performance of graduate students within the CEES. The study concluded that; financial, institutional support and family commitments greatly constrain the performance of graduate students. The researcher recommended that; the college should provide financial support to graduate students as a way of enhancing their students. The college should create a conducive learning environment for instance providing enough text books to graduate students to enhance their learning. Graduate students should strike a balance between family commitments and studies.
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    The challenges and managing of examinations in Public Universities in Uganda.
    ( 2011-06) Okello, Peter
    This study sought to investigate the challenges of managing of examinations in public universities in Uganda. The objectives of the study were to examine the challenges of internal examination and administration despite external examining and policy mechanisms. A survey research design in which qualitative and quantitative approaches was used to obtained views from eight top managers, 519 Internal Examiners and 180 Administrators who were purposively and conveniently sampled from four public Universities. Questionnaires were administered to Internal Examiners and Administrators; top managers were interviewed and documents analysed. The data obtained were subjected to non - parametric chi-square (χ2) test- of- goodness fit. It was found out that Internal Examiners face daunting challenges in planning and organising examinations; Administrators face challenges in coordinating and controlling of examinations; and the challenges envisaged by Internal Examiners and Administrators result in unnecessary delays which defeat the purposes of external examining and examination policies. It is recommended thus: 1) Internal Examiners should undergo induction and refresher training in planning and organisational management for them to cope with the daunting tasks of managing examinations; 2) Administrators in public universities should be trained and equipped with the leadership and administrative skills. The training should either be in house or out of station; 3) External examining should focus on the whole process rather than on part of the process as it is now in public universities; and 4) Examination policies and regulations should be reviewed regularly to stand the test of time.
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    Challenges and prospects of implementing inclusive education practice at the College of Education and External Studies, Makerere University
    (Makerere University, 2024-11-07) Kunyoma Hinghimba, Godfrey
    My study focused on examining the challenges and prospects of implementing the inclusive education practices at the College of Education and External Studies (CEES), Makerere University. The study was guided by the following research objectives: to identify the challenges encountered in implementing inclusive education Practices, to explore the coping strategies and mechanisms employed by stakeholders to address these challenges and to assess the prospects and opportunities for enhancing inclusive education practices at the College of Education and External Studies (CEES), Makerere University. The study adapted a qualitative research approach taking a descriptive case study design. This approach was chosen due to its provision of room for collecting extensive first-hand data, which can be given verbally by the study participants. The content and thematic data analysis was based on the values that these participants perceived from their world. The study established that inaccessible infrastructure particular resulting from the design of the buildings in the college, nature of the wash rooms, shortage of the skilled manpower, limited knowledge of inclusive education among the academic staff and administrators and limited instructional materials for teaching students with disabilities were the major challenges to implementation of inclusive education practices. Although some participants reported a number of positive experiences, the coping mechanisms employed by the stakeholders included capacity building for academic staff through seminars and workshops, blended learning was also mentioned as one of the coping mechanisms. It was concluded that the future of inclusive education practices at CEES can be projected to be promising however, more planning for successful implementation of inclusive education practices at CEES is needed. Generally, the college is welcoming to all students though a number of modifications are still being put in place to cater for students with disabilities (SWDs)
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    Challenges to E-Learning adoption among postgraduate students in College of Education and External Studies, Makerere University, Kampala, Uganda.
    ( 2012-11) Wako, Jacqueline
    This study sought to examine the challenges of eLearning adoption among postgraduate students in College of Education and External studies in Makerere, University, Uganda. Three research questions guided this investigation: the relationship between self-efficacy, learning styles, institutional support and e-learning adoption among postgraduate students at CEES. The study was both quantitative and qualitative in approach with a bias on the quantitative approach. The study was a cross sectional survey design administered to postgraduate students, teachers and school leaders who participated as study respondents. The objectives were tested using Pearson’s’ correlation co-efficient. The findings suggested that: there was a significant relationship between self-efficacy, learning style and Institutional support to eLearning adoption among postgraduate students at CEES. Therefore it was concluded that self-efficacy, learning styles and institutional support positively related with students’ eLearning adoption. It was recommended that for eLearning to improve at College of education administrators at the College should do the following: Offer training and orientation to postgraduate students in order to gain self –efficacy, provide different eLearning tools like web conferencing, video conferencing, computer software, Whiteboard, Internet, email, chat, Learning Management Systems (LMS) to allow students utilize the various learning styles using electronic devices. Further create learning environment that provides ICT infrastructure and resources for lifelong learning, Seek or advise government to remove all taxes levied on electronic devices like computers software ,inter-connectivity (internet), multimedia as donors are solicited to assist funding university with electronic devices to enable students get acquainted with them hence learn freely and adopt eLearning.
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    Challenges to Female Students’ Participation in Graduate Studies in College of Education and External Studies, Makerere University, Kampala, Uganda
    ( 2012-10) Nantege, Allen
    The study sought to examine the relationship between challenges of female student participation in post graduate studies in the College of Education Makerere University. It was guided by three objectives that is to say examine the socio-cultural, economic and political aspects that determine female students’ participation in graduate studies. The study was both qualitative and quantitative biased on the quantitative approach; it was cross sectional, co relational where data was collected from graduate students and administrators who were selected purposively. The core instruments were questionnaires, and interview guides, the objectives were tested using the Pearson’s co-relation coefficient. The findings exposed a positive significant relationship between the socio-cultural, economic and political aspects on female student participation in post graduate studies in the College of Education. It was concluded that socio-cultural, economic and political aspects positively relate to female student participation in post graduate studies in the College of Education Makerere University. It was recommended that if female student participation in post graduate studies in the College of Education is to be improved, policy makers, University council, and National council for Higher Education should do the following: carry out civic education programmes to sensitize people about the benefits of female students enrolling for higher education, encourage donors, parents and other financers to give sponsorship to female students, political ideologies of all political groups should be encouraged to put more finances in female education.
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    Commitment and supportive supervision as correlates of academic staff performance in the College of Education and External Studies, Makerere University.
    (Makerere University, 2014) Ssentamu, Thadeo
    The study sought to investigate the relationship between commitment and supportive supervision to academic staff performance in College of Education and External Studies (CEES), Makerere University. It was guided by two objectives that is; (i) to examine the relationship between commitment and academic staff performance, (ii) to examine the relationship between supportive supervision and academic staff performance in CEES. The literature provided discussed the three variables of commitment, supportive supervision and staff performance. The study was guided by a cross sectional survey design, Information was gathered using two instruments from 80 academic staff and 6(six) administrative staff in the three schools which make up the College of Education and External Studies (CEES), namely, School of Education (SoE), East African School of Higher Education Studies and Development (EASHESD), and School of Distance and Lifelong Learning (SoDLL). The Self-Administered Questionnaire (SAQ) was used to collect information from the academic staff while an Interview Guide was used to gather information from the administrative staff. Data obtained were statistically analyzed, and the variables of the study were tested using Pearson’s correlation co-efficient index which found a significant co-relation between commitment and academic staff performance and no relation was found between supportive supervision and academic staff performance. The study concluded that commitment increases performance while supportive supervision practices don’t have any effect on staff performance. And from this conclusion it was recommended that the university administration should raise academic staff commitment through creation of a highly conducive working environment, and that the university council, should not all consider supportive supervision of academic staff especially through coaching, mentoring and monitoring.
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    Communication And Teacher Performance In Primary Schools In Kasulu District, Kigoma - Tanzania
    ( 2009-11) Kamugisha, Alistidia John
    The study was conducted to establish the effectiveness of communication methods used by the administrators on the performance of primary school teachers in Kasulu District, Kigoma Tanzania. The study considered written, oral and electronic communication. The study was conducted by cross-sectional survey, data being collected during the month of April 2008, using questionnaires and interview guide from both teachers and school administrators. A total of 336 participants who were randomly selected from the target population participated in the study. The study tested the hypotheses on whether written, oral and electronic communication individually enhanced the performance of teachers in primary schools. The collected data was analysed using descriptive statistics and the Pearson Product Moment Correlation Coefficient techniques. The study findings showed that written and electronic communication significantly influenced teacher performance where as oral communication which was the most commonly used method of communication had less influence on the performance of primary school teachers in Kasulu District. In view of the findings the study concluded that written and electronic communication methods were perceived to have significant influence on teacher performance while oral communication though easily assessed was perceived to have less negative effect on the performance of primary school teachers. The study recommends that since written and electronic channels of communication seem strongly to enhance teacher performance, school administrators were called upon to improve on the ways in which such methods of communication. Besides, the researcher recommended that Government should improve on electronic communication facilities in primary schools to enhance teacher performance. For oral communication methods head teachers and other school administrators are advised to use it effectively since it the method which could enhance faster communication since it is the most frequently used method of communication
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    Communication Methods and Graduate Students Awareness of the Assessment Policies at Makerere University, Kampala
    ( 2012-06) Kabasoka, Cathy
    The study sought to establish the relationship between communication methods and graduate students awareness of the assessment policies at Makerere University. The study was guided by three objectives namely to establish the relationship between (i) written, (ii) oral and (iii) electronic communication methods and graduates students’ awareness of the assessment policies. A co-relational research design guided the study using both qualitative and quantitative research approaches. A sample of 101 students and 10 academic staff participated in the study. Questionnaires and interview guides were used to collect quantitative and qualitative data. Pearson’s Chi-square test was used to determine the magnitude and significance of the relationship between variables. The results revealed that there was a significant relationship between (i) written, (ii) oral and (ii) electronic communication methods and students’ awareness of policies. The conclusions: were that, written communication method was significantly related to students’ awareness of the policies, where as oral communication method was highly positively related to students’ awareness of the assessment policies and that electronic communication method was positively related to students’ awareness of the assessment policies. Recommendations made included; that the university uses three different medium of communication methods together namely; written, oral and electronic communication, so that their good qualities can complement each other.
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    The contribution of the Internet to the development of research in higher institutions of learning: Case study - St. Mary’s National Seminary, Ggaba
    (Makerere University, 2014-05) Musumba, Peter
    Today, there is an era of the Internet generation where children are born and grow the modern means of communication. These include smart phones, tablets, kindles, palm tops, laptops, net tops, wearable computers and many others, that include Internet connectivity. These have made lives of people easier , and information flow smooth. The educational sector, has mainstreamed the Internet had Internet in the education system. This study examines the contribution of the Internet to the development of Research in higher Institutions of learning, using Ggaba Seminary as a case study. 11 lecturers and 120 students were selected to participate in the study. Different Questionnaires were administered to the 2 categories of respondents. The majority of the students believe that the Internet can significantly contribute into the learning process. More specifically, they state that the Internet use can improve learners’ academic performance, promote research skills and critical thinking, encourage independent or collaborative learning, enhance motivation, strengthen self-confidence and improve the teaching methods. Much as their as limitations like accessibility, power shortages, educational, misleading information on the Internet, and many others. Respondents acknowledged that the Internet contributes to the development of Research.
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    The contribution of tutor development programmes on academic performance of Grade V science student teachers: A case study of selected National Teachers’ Colleges in Uganda
    (Makerere University, 2012) Zziwa, Ssekasanke
    This study was carried out in four National Teachers colleges in Uganda, the purpose of the study was to investigate and establish the contributions of Tutor professional development programmes on academic performance of grade V science student teachers in National Teachers Colleges in Uganda. With objectives to, identifying in-service professional development programmes science tutors have attended in the past five years, examine the contribution of professional development programmes on academic performance of grade V science student teachers and assess the contributions of ongoing informal resources on academic performance of Grade V science student teachers in selected National Teachers’ Colleges in Uganda. The study adopted a cross-sectional survey design, the target population included; college administrators, science tutors and student teachers, Samples were obtained by separating the population elements into non-overlapping groups called strata and then selecting a simple random sample within each stratum, stratums of 32 tutors and 80 student teachers were sampled at random to ensure that relevant information could be obtained from them at equal probabilities. Four college principals were purposely interviewed. Data was collected using self administered questionnaire, (SAQ) on student teachers, and an interview guide on college administrators, and documentary review of literature related to the theme of the study was reviewed. Data quality control was achieved by ensuring validity and reliability of measuring instruments. The Pearson’s correlation co-efficiency was used to establish the relationship between continuing education courses, tutor workshops and ongoing informal resources on academic performance of science student teachers in National Teachers Colleges in Uganda. The study revealed that there was a positive correlation between continuing education courses, tutor workshops and ongoing informal resources on the academic performance of science student teachers in N.T.C’s; however the study also revealed that science tutors do not regularly attend professional development programmes , and there isn’t enough ongoing informal resources in all the colleges sampled in this study, perhaps these issues can partly explain students’ poor academic performance in science. It was therefore recommended that N.T.C’s administrators need to plan and regularly organise more continuing education courses, it was also recommended that more funding should be sought from the Ministry of Education and sports and other private sources to enable them organise in service training, workshops and seminars, adopt modern methods of staff development like on-job mentoring, couching and tutor counseling since they are cheaper and convenient, provide more ongoing informal resources, since all these have been found to have a positive co-relation in enhancing academic performance of student teachers in N.T.C’s. The study also recommend that efforts should be made to improve academic performance in science from secondary schools level by provision of scholastic materials, and in service training to teachers as it was established that poor performance in N.T.Cs is also attributed to the poor science background of students who enroll for a Grade V Diploma course as it’s reflected in their poor entry results.