Browsing by Author "Ndawula, Stephen"

Now showing 1 - 7 of 7
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    Didactic Infrastructure Management and Curriculum Implementation in Public Universities in Northern Uganda
    (East African Journal of Education Studies, 2024) Bileti, Emmanuel Acidri; Ndawula, Stephen; Kebirungi, Harriet; Rwothumio, Joseph
    This study investigated the levels of curriculum implementation and didactic infrastructure management in public universities in Northern Uganda. It evaluated the influence of didactic infrastructure management on curriculum implementation in public universities in Northern Uganda. It was hypothesised that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda. The study was guided by a pragmatic worldview and embraced a concurrent mixed-methods research design. The study used a questionnaire to collect quantitative data from 123 respondents. Qualitative data was collected from 26 participants through interviews. Furthermore, eight focus group discussions were conducted. The quantitative data collected was analysed using descriptive statistics, correlation coefficient analysis and multiple linear regression techniques, while thematic analysis techniques were used to analyse qualitative data. The study revealed that, generally, the levels of curriculum implementation were low and didactic infrastructure management was moderate. The study results showed that didactic infrastructure management had a significant influence on curriculum implementation in public universities in Northern Uganda. The null hypothesis that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda was rejected. The study concluded that didactic infrastructure management is significant for curriculum implementation. Therefore, it was recommended that public universities in Northern Uganda improve the management of their didactic infrastructure, such as libraries, sports facilities, and halls, to further enhance curriculum implementation, especially in areas of preparation for teaching, content delivery, and assessment of learning
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    Instructional Media and Methods in the Implementation of a Curriculum Reform: A Case of Entrepreneurship Education in Uganda
    (Asian Journal of Social Sciences & Humanities, 2014) Luyima, Jimmy; Ndawula, Stephen; Kasirye, Richard
    This study focuses on the role of Instructional media and Methods in curriculum reform implementation of Entrepreneurship Education in Uganda. It examines how instructional media and methods have affected the achievement of the overall vision of introducing Entrepreneurship Education in secondary schools, as curricula innovation geared at equipping students at secondary schools with Entrepreneurship skills for self employment. The study took a qualitative approach with 30 respondents purposively sampled. It was concluded that majority of the teachers of Entrepreneurship were ill prepared and did not have relevant instructional materials. At the same time, teachers never had adequate time to conduct field lessons. It was therefore recommended that, Teacher Training Institutions adopt Entrepreneurship Education a core subject so as to produce fully qualified teachers; National Curriculum Development Centre (NCDC) to produce enough instructional materials and avail them on market and orient teachers on the use of appropriate methods.
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    Investigating the Precursors of Instructional Delivery Competence among Kyambogo University Teaching Staff
    (East African Journal of Education Studies, 2024) Ndawula, Stephen; Kyazike, Elizabeth
    Instructional delivery is one of the critical measures of productivity of an academic teaching staff. Universities need to invest in developing the teaching capacities of their academic workforce to deliver effective teaching and learning processes to the students. This study investigated the influence of pedagogical competencies (PC) on instructional delivery among the teaching staff at Kyambogo University (KyU). The study sample was 51 teaching staff members from the Faculty of Education and the Faculty of Arts, who comprised the Heads of Department and the lecturers. Using random and purposive sampling, they were chosen for sampling. Survey questionnaires and interview guides were used to get data later analysed in frequencies and percentages. The qualitative data analysis was done, and the findings revealed that pedagogical competencies influence the quality of lecture delivery. Based on this evidence, it was concluded that pedagogical competencies influence instructional delivery. Although most of the results were encouraging and showed notable improvements in how lessons were delivered, some shortcomings were also noted. It was recommended that the management of KyU designs and implements continuous professional development programs to improve the pedagogical skills of the teaching staff. Similar research will be carried out at faculties within KyU other than the Faculty of Education and Faculty of Arts
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    A Study of End-Users’ Attitudes towards Digital Media Approach: the Experience of a Public University in Uganda
    (International Journal of Higher Education, 2012) Ndawula, Stephen; Ngobi, David Henry; Namugenyi, Deborah; Nakawuki, Rose Coaster
    University students in Uganda had been confined to use of traditional educational technologies such as chalkboards, papers and text books. Digital Media Approach recently found its way in the academia at public universities in Uganda. Information and communication technology (ICT) have become popular means of surfing, downloading and obtaining electronic materials among students. The approach has globally facilitated the seeking of academic information at institutions of higher learning in Uganda. However, little research has been conducted in regard to students who are the key users of Digital Media. The purpose of this study was to explore students’ attitudes towards Digital Media at a public university in Uganda. The study specifically sought to establish whether university students’ attitudes towards digital technology were dependent on computer ownership, field of study and previous computer hands-on experience. A survey research was employed to establish students’ attitudes in regard to digital media. Questionnaires and interviews were used as tools for data collection while data was analyzed using a t-test. The findings showed that students who had their own computers as well as previous computer hands-on experience had more positive attitudes towards using the media than their counterparts without previous computer hands-on experience.
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    Teaching with Sponsored Instructional Materials: Attitudes of Teachers in Uganda
    (Journal of Educational Media & Library Sciences, 2009) Ndawula, Stephen
    The purpose of this study was to examine the teachers’ attitudes towards using sponsored instructional materials provided by the Aga Khan Education Service (AES) to primary schools in Uganda. The objectives of the study were: to establish teachers’ attitudes towards the AES materials in relation to the level class taught, size of classes and the nature of subject (s) taught.
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    Technology Leadership Practices of End Users and the Adoption of E-Learning in Midwifery Institutions in Uganda
    (Journal of Medical Education and Curricular Development, 2022) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
    E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for education. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institutions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.
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    The Effect of Structured Coaching on Lecturers’ Feedback Skill Development in National Teachers’ Colleges in Uganda
    (East African Journal of Education Studies, 2025) Nawoova, Sarah; Ndawula, Stephen; Waiswa, Mark
    This study investigated the effect of coaching on the feedback skills of lecturers in National Teachers’ Colleges in Uganda, drawing on the theories of Cognitive Apprenticeship and Vygotsky’s Sociocultural Theory, which emphasize learning through guided experience and social interaction. The study was guided by a post-positivist world view and it employed a mixed-methods embedded approach, the research utilized a pretest-posttest control group design to assess whether there was a significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching. A sample of 128 lecturers was purposively selected, stratified, and randomly assigned to experimental and control groups. The experimental group received structured coaching sessions, while the control group did not. Quantitative data was collected using a self-administered questionnaire and an observation checklist while structured interview guides provided the qualitative data. The quantitative data were analyzed using descriptive statistics and inferential statistics through a t-test, while qualitative data were examined through content analysis. The post-test results revealed that the experimental group performed better, with a mean difference of 0.4766 points and a p-value of 0.000 < 0.05 which is statistically significant. Participants from the experimental group in the interviews reported a positive contribution of coaching to their learning and skill proficiency. The hypothesis that there is no significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching was therefore rejected. It was concluded that coaching is significant for improving lecturers’ feedback skills. It was therefore recommended that institutions should consider integrating coaching as a CPD for lecturers’ capacity building in performance. Institutions should also design tailor-made coaching strategies to address individual gaps of lecturers and create communities of practice to establish a supportive network for more learning