NRU :: Browsing by Author "Matovu, Musa"

Browsing by Author "Matovu, Musa"

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Academic Self-Concept and Academic Achievement among University Students
(International Online Journal of Educational Sciences, 2012) Matovu, Musa
The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences.
Academic Self-Efficacy and Academic Performance among University Undergraduate Students: an Antecedent to Academic Success
(European Journal of Education Studies, 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.
An Analysis Of Psychological Orientation, Commitment And Employee Performance In Public Institutions: A Case Study Of Kampala City Council Authority (KCCA), Uganda
(International Journal of Research-Granthaalayah, 2020) Nabayinda, Hasanati; Matovu, Musa
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. Results: From the results obtained it was observed that there is a significant positive relationship between psychological orientation and commitment, r = .668, p = .015, N = 213; statistically significant positive relationship between commitment and employee performance, r = .419, p = .041, N = 213; and statistically significant positive relationship between psychological orientation and employee performance among the staff in KCCA, r = .789, p = .000; N= 213. Recommendations: The study recommends that KCCA put more efforts and resources into psychological orientation because it highly predicts employee performance than any other variable studied. It was also noted that all the variables under study were related to one another, meaning that they have statistical importance, and can be considered when improving performance of the employees at KCCA.
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.
Assessment Practices in the Developing World: Predictors of Assessment Practices in Ugandan Institutions of Higher Learning
(IIUM Journal of Educational Studies, 2015) Matovu, Musa; Zubairi, Ainol Madziah
This study analysed the predictors of assessment practices employed by faculty at selected institutions in Uganda. An Assessment Practices Inventory Modified (APIM) scale was distributed to a sample of 350 academic staff selected from both private and public universities in Uganda. Random sampling was used to select the participants for this study. MANOVA and multiple regression analysis were employed for data analysis. Differences were revealed in faculty assessment practices according to their academic levels and specialisations, and not in the type of universities. Differences in academic levels cut across all the assessment practices sub-scales (design, administration, interpretation, and application) while in specialisations differences were only in assessment interpretation. It was also found out that academic levels and formal assessment course undertaken are the only significant predictors of the academic staff’s assessment practices among the many hypothesised predictors (type of universities, specialisations, academic levels, class size, and assessment course). Generally, from the descriptive results of this study it has been noted that academic staff in Ugandan universities lack appropriate assessment skills in assessing their students. This has led to a recommendation that formal assessment training programmes should be made mandatory to all academic staff in universities in Uganda in order to improve their assessment skills to ensure quality in the way they assess students.
COVID-19: A precursor for ODeL in Higher Institutions of Learning in Uganda
(Journal of Education, 2021) 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.
Distance education in Uganda: Issues, opportunities, and challenges
(OIDA International Journal of sustainable development, 2012) Matovu, Musa
This article addresses how distance education has enabled universities in Uganda to extend their educational services beyond their boundaries to student who are not on campus. This has increased on universities’ admissions while minimally controlling overcrowding. The article highlights the nature and mode of distance education in Uganda, opportunities, and the challenges encountered by the universities in offering distance education. In summary, the article suggests the ways in which distance education can be improved, as such, the article answers the fundamental question to whether Information and Communication Technology (ICT) innovations in distance education can improve and sustain distance education in Uganda.
Education Dualism and Secularism: An Integrated Education Approach to the Education System in Uganda
(International Journal for Educational Studies,, 2013) Matovu, Musa
Dualism in education is not good for Muslim education and an integrated curriculum should be opted in order to resist secularism in Muslim communities. The purpose of this paper was to underscore the rapid spread of secularism and the acceptance of education dualism in the Muslim education in Uganda. This paper gives a detailed explanation of education dualism and secularism in Muslim communities, most especially in Uganda. The paper also discloses that integration of the curriculum (“modern” and religious knowledge) is overdue to improve on the Muslim education in the country. With the use of document analysis method, this paper explicates secularism and education dualism, and also mentions on how they have penetrated and been accepted by the Ugandan Muslims community without scrutiny. This paper discloses the challenges of education dualism and secularism in the Muslim education which have led to Muslims’ intellectual, cultural, and social divergences from Al-Qur’an and Al-Sunnah in their education systems and practices. Also the paper proposes the possible solutions on how to exterminate education dualism and secularism from the Muslim education and communities in Uganda. In general, the scene of explanation of secularism and education dualism in Muslim communities in this paper was based on the Ugandan experiences.
Factors Influencing Assessment Practices among University Academic Staff: A Multiple Regression Analysis
(Mevlana International Journal of Education (MIJE), 2014) Matovu, Musa; Zubairi, Ainol Madziah
This study investigated the factors influencing assessment practices among academic staff in universities, in Uganda. Academic levels, type of the university, specialisation, class size, and assessment-based training were hypothesised as factors influencing the university academic staff’s assessment practices. A purely quantitative approach was adopted to collect and analyse data for this study. An Assessment Practice Inventory Modified scale was used to collect data from 321 university academic staff considering their categorisations. Using multiple regression analysis, out of the five predictors included in the model academic levels and assessment-based training were found to be significant predictors of the university academic staff’s assessment practices; (F [2, 310] = 46.331, p < .001). According to the results revealed in this study, it is recommended that universities should ensure that their academic staff rise in academic levels and also, they should provide them with assessment-based training to improve their competencies and skills in assessing students.
Head teachers' Delegation Practices and Teachers' Psychological Job Commitment in Secondary Schools in Kira Municipality Wakiso District, Uganda
(European Journal of Special Education Research, 2020) Matovu, Musa; Ssegawa, David
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.
Interventionist classroom management and learning of children with disabilities in primary schools: An inclusive and reframing approach
(2019) Matovu, Musa; Nakayiza, Aidah
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.
Massification or Quality of Graduates? A Model for Higher Education and Development in Uganda
(African Journal of Education, Science and Technology, 2018) 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.
On-The-Job Training and Employee Performance in Petroleum Companies in Uganda
(International Journal of Research - GRANTHAALAYAH, 2019) Abdiwali, Rumin; 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 self-administered 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.
Perceived Role of Marketing Communication Strategies on Students’ Enrollment in Private Secondary Schools in Mbale Municipality, Mbale District
(Journal of Education and Practice, 2018) Mukwana, Siragi; Matovu, Musa
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.
Self-perceived assessment competencies and practices among university lecturers
(Journal of Applied Research in Higher Education, 2014) Matovu, Musa; Zubairi, Ainol Madziah
The purpose of this paper is to analyse the lecturers’ self-perceived competencies and practices in assessing students. Design/methodology/approach – An Assessment Practices Inventory Modified was administered to a sample of 329 randomly selected lecturers from six universities in Uganda. Factor analysis and multivariate analysis of variance (MANOVA) were used to address the research questions. Findings – The results of factor analysis yielded a factor structure of four variables; design, administration, interpretation, and application. The MANOVA multivariate test results highlighted differences in assessment competencies and practices among lecturers in the different academic levels (Wilks’ l¼0.732, F(16, 313)¼5.624, po0.05, Z2¼0.075), and in the interaction between type of university, specialisations, and academic levels (Roy’s largest root¼0.073, F(8, 313)¼2.543, po0.05, Z2¼0.068). The Tukey HSD post hoc test results revealed that lecturers in the specialisation of education were different from their counterparts in other specialisations, in interpreting assessment results. Academic levels differences existed in all the dependent variables (design, administration, interpretation, and application). No differences existed in assessment competencies and practices between lecturers in the different types of universities. Originality/value – Lecturers have been found to differ in their assessment competencies and practices, according to their specialisations and academic levels. It has been recommended in this study, that, assessment training programmes be made mandatory to all lecturers in universities, in order to bridge the gap their competencies and practices in assessing students.
The state of Internal Quality Assurance systems in Ugandan Universities
(European Journal of Education Studies, 2017) Matovu, Musa
It should be been within the interest of any university to know and ensure quality in the teaching and assessment of its students. The services offered by universities include; teaching of students, undertaking research and offering community service. These to be attained effectively, universities should institute quality assurance systems in order to ensure that they offer quality services to their stakeholders. This paper highlights, the implementation of internal quality assurance systems in universities in Uganda, and the region as a means of improving the teaching and learning of the students. It has been observed that many universities in Uganda and in the region have not enhanced their quality assurance systems, and thus offering pitiable services to their stakeholders. Research has shown that putting in place functional internal quality assurance systems is the only way universities can advance and also enhance quality in the services they offer. Some universities in Uganda and in the region have been found to lack the will of advancing and enhancing functional quality assurance systems despite having the means. On the other hand, though some universities have the zeal to implement and operationalize quality assurance systems, they lack adequate resources while quality assurance is attached to a price. It is recommended that universities in Uganda and in the region should ensure that quality assurance systems are in place and also, allocate adequate resources to quality assurance activities within their universities.
A Structural Equation Modeling of the Assessment Practices Inventory modified (APIM) Scale: An Assessment Model for Higher Education Institutions
(European Journal of Education Studies, 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.
A Structural Equation Modelling of the Academic Self-Concept Scale
(International Electronic Journal of Elementary Education, 2014) Matovu, Musa
The study aimed at validating the academic self-concept scale by Liu and Wang (2005) in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005) was deemed adequate in collecting information about academic self-concept among university students.

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