Browsing by Author "Ezati, Betty A."

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    Entry Grades and the Academic Performance of University Students: A Review of Literature
    (Education Quarterly Reviews, 2021) Aciro, Rosalba; Onen, David; Malinga, Geoffrey M.; Ezati, Betty A.; Openjuru, George L.
    Universities world over mostly base their decisions to admit their new students on the applicant’s pre-university academic results. However, there is yet no concrete evidence that the students’ pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students’ entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether preuniversity academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.
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    Staffing and the Quality of Teaching in Universities
    (European Journal of Educational Studies, 2017) Ezati Azikuru, Luija Marie; Onen, David; Ezati, Betty A.
    This study sought to establish the influence of staffing on the quality of teaching in Uganda’s public universities. It was undertaken in the face of persistent stakeholder concerns regarding the declining quality of teaching and learning in these institutions that have occasionally culminated into student strikes and different kinds of protests. Basing on a mixed-methods approach, the study employed the descriptive cross-sectional survey design where both qualitative and quantitative data were collected from 14 academic managers, 111 academic staff, and 285 undergraduate university students of Kyambogo University using survey and interview methods. The collected data from staff and students were analyzed using descriptive statistics and multiple regression techniques while content analysis technique was used to analyze qualitative data collected by interviewing purposively selected university managers. The study findings revealed that: first, staff recruitment (B=.182; p=.040), staff training (B=.340; p=.000), and development (B=.327; p=.000) have statistically significant influence on the quality of teaching. Meanwhile, staff deployment (B=.010; p=.914) has statistically insignificant influence on the quality of teaching. However, overall, the study revealed that staffing (R=.683; R2=.467; p=.000) significantly influences the quality of teaching in public universities in Uganda. Therefore, it was concluded that effective staffing would raise the quality of teaching in universities, other factors held constant. The study thus recommends that university managers and staff should stick to the prescribed recruitment policy, invest more resources in training and developing staff, and ensure that existing staff are generally well-managed.
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    The Relationship between Entry Grades of Students Admitted to Public Universities in Uganda under Direct Entry Schemes and Their Academic Performance: Implications for Admission Policies
    (East African Journal of Education Studies, 2023) Aciro, Rosalba; Oriangi, George; Onen, David; Malinga, Geoffrey M.; Ezati, Betty A.; Openjuru, George L.
    Although studies on relationships between entry qualification and academic performance show that students who excelled academically in entry qualification often perform better than those with low entry qualification in subsequent examinations, this argument has been questioned. This study explored the relationship between entry grades of undergraduate students and academic performance in public universities in Uganda in the first and final years of their studies. A retrospective cohort analysis of data for undergraduate students of Gulu and Makerere Universities using a sample of 2825 academic records from 2013-2016 was conducted. Descriptive statistics and Pearson correlation analysis were used for analysis. Results revealed a significant relationship between entry scores and students’ academic performance for those admitted on national merit, district quota, affirmative action schemes and private sponsorship schemes in four university programs. However, there was no significant correlation between entry scores and students’ academic performance in the Bachelor of Medicine and Bachelor of Surgery programs. Although male students joined with lower grades than females, their performance in the final year was better than their female counterparts. Therefore, this study confirms that the entry qualification score predicts academic outcomes in the early and exit stages of the university. These findings support the current Government entry criteria for public universities, provide important information for the admission committee decisions, and may have implications for admission policies. However, the lack of a significant correlation between entry qualification scores and students’ academic performance in Bachelor of Medicine and Bachelor of Surgery could indicate the need to revisit admissions criteria for this program. Future studies should go beyond the commonly used GPA to measure academic performance by including non-cognitive factors such as practical skills, clinical skills, and professionalism. Furthermore, the role of background and sociodemographic factors in influencing academic performance at public universities should be considered alongside the pre-entry qualification score