Browsing by Author "Kanyesigye, John"

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    Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda
    (Education Journal, 2021) Mugizi, Wilson; Katuramu, Abeera Odetha; Ogaga Dafiewhare, Augustina; Kanyesigye, John
    This study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.
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    Teacher-centred pedagogical approach and student engagement at a private university in Western Uganda
    (Journal of Educational Research and Reviews, 2020) Mugizi, Wilson; Rwothumio, Joseph; Kanyesigye, John
    This study investigated the relationship between the teacher-centred pedagogical approach and student engagement at a private university in south western Uganda. The teacher-centred approach was conceived in terms of immediate feedback, continuous practice and reinforcement. On the other hand, student engagement was conceptualized in terms of behavioral, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-administered questionnaire and were analyzed quantitatively. Descriptive analysis indicated that students rated high in their levels of engagement and lecturers’ use of reinforcement. However, offering of immediate feedback to students and carrying out of continuous practice were rated moderate. Regression analysis revealed that reinforcement positively and significantly predicted student engagement. However, immediate feedback and continuous practice positively but insignificantly predicted student engagement. It was concluded that while immediate feedback and continuous practice are not the most essential teachercentred pedagogical practices for promoting student engagement, reinforcement is very imperative. Therefore, it is recommended that lecturers in universities should ensure effective use of reinforcement while teaching.