Browsing by Author "Kalule, John"

Now showing 1 - 4 of 4
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    Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda
    (East African Journal of Education Studies, 2024) Kalule, John; Ssali, Kizza Francis; Masembe, Edward; Ssebowa, Dorothy Kyagaba
    The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects
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    An Analysis of Teachers’ Insights on Assessment Approaches in the Implementation of a Competency-Based Curriculum for Islamic Religious Education in Secondary Schools in Wakiso District – Uganda
    (East African Journal of Education Studies, 2025) Kiggundu, Musoke Muhammad; Kalule, John; Batiibwe, Moses Sserwadda
    This study explored teachers' insights on the assessment strategies used to implement the IRE competency-based curriculum in secondary schools in Wakiso District. This study used a phenomenological design with a sample size that depended on the saturation of findings. Secondary school teachers were sampled using simple random sampling while participants in other categories were purposively selected. The interview guide and focus group discussion guide were used as data collection instruments. Data was analyzed using the thematic analysis method. Key findings revealed that teachers perceived competency-based assessment as a more effective way of evaluating student learning outcomes in Islamic Religious Education compared to traditional assessment methods. Most teachers agreed that competency-based assessment helps improve student learning outcomes, enhance student engagement, and promote critical thinking and problem-solving skills. However, the study also found that some teachers faced challenges in implementing competency-based assessments. The study concluded that teachers had perceived IRE competency-based curriculum assessment as relevant but a complex activity in its implementation. Based on the study findings, discussion and conclusions, the study recommends that if the IRE competency-based curriculum is to be effectively implemented, the District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should develop clear criteria for assessing student competencies and provide tools for teachers to give constructive feedback. Therefore, this study contributes to the field of Islamic education by providing insights into the complexities of curriculum implementation from a teacher-centred perspective. It urges for a more integrated approach that considers teachers as key stakeholders in curriculum development and reform, advocating for policies that support their professional growth and enhance the quality of IRE competency-based education. Thus, the findings underscore the necessity for targeted interventions to empower teachers, ultimately enriching students’ understanding of Islamic values within a competency-based framework
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    Building Bridges into the Future: An Evaluation of Stakeholders’ Perceptions on the Actualisation of the Curriculum in Uganda’s Seed Secondary Schools
    (East African Journal of Education Studies, 2022) Buluma, Alfred; Kyasanku, Charles; Kalule, John; Mbulankende, Julius Shopi; Sebbowa, Dorothy Kyagaba; Kiggundu, Muhammad Musoke
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    Institutional Support as a Catalyst for Academic Writing and Research Skills among Graduate Students in the Selected Public Universities in Uganda
    (East African Journal of Arts and Social Sciences, 2024) Kalule, John; Ssali, Kizza Francis; Ssebowa, Dorothy Kyagaba; Masembe, Edward
    The study examined the influence of institutional support on graduate students’ academic writing and research in selected public universities in Uganda. It involved the use of an embedded design with a dominant quantitative approach. It involved graduate students, academic staff and academic administrative staff as the study population. These participants/respondents were purposively selected from four public universities in the different regions of Uganda. Each of the four universities was represented by 100 students of which 50 were selected from the science faculties/colleges and 50 from the humanities faculties. The respondents were sampled using stratified random and purposive sampling. Data from graduate students were collected using a self-administered questionnaire (SAQ). A FGD for graduate students was the second data collection tool. Data from academic administrative staff and academic staff were collected using an interview guide. Descriptive quantitative data were analyzed using means and standard deviations while the study hypothesis was analyzed using, Pearson’s Correlation Co-efficient Index and Simple Linear Regression Analysis. Qualitative data was thematically analyzed. Findings from this study revealed a positive significant relationship between institutional support and academic writing and research among graduate students, where r = 0.441**, P - value = 0.000 less than 0.05. The study concluded that institutional support significantly relates to graduate students’ academic writing and research skills. It was further concluded that as graduate students are offered a conducive research environment like high-quality supervisory support, research funds, ICT facilities, library facilities, and mentorship among others, this would cultivate a positive writing behaviour and mentality which would eventually lead to scientific writers and researchers. The study recommended that there should be an emphasis on academic writing development programs as viable strategies to enhance scholarly writing and research. In addition, supervisors should be encouraged to provide proper guidance, feedback and adequate consultation time to individual graduate students especially those struggling at different stages of their research projects