NRU :: Browsing by Author "Onen, David"

Browsing by Author "Onen, David"

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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.
Factors Influencing Student Choice of the Research Supervisor: A Study of Doctoral Students
(African Academic Research Forum, 2016) Onen, David
This study delved into the factors that influence choices of the research supervisors; and the kind of support, guidance, and information that doctoral students are provided before making their choices at Makerere University. It was prompted by the persistent complaints doctoral students have been raising against some of their supervisors whom sometimes they have out-rightly labelled as being incompetent or uncooperative. The study, approached from the positivist paradigm, was conducted using a descriptive cross-sectional sample survey design where both quantitative and qualitative data were collected from 48 Ph.2.96 students using an adapted semi-structured questionnaire. Data were analysed with the use of descriptive statistics, factor analysis, and content analysis techniques. Study findings revealed that: first, the supervisor’ specialisation is the most important variable that influences choices of doctoral research supervisors at Makerere University (Mean=4.58; SD=.821), while the supervisor’s tribe is the least considered variable (Mean=1.25; SD=.565). Second, three latent factors were found to significantly influence the student choice of the research supervisor at the University, starting with “expected supervisor-student relationships” (32.96%), followed by “supervisor competence” (17.78%), and finally, where the “supervisor is assigned to the supervisee by the institution or recommended by parents (or guardians)” (12.14%). Finally, it was established that the doctoral students were receiving inadequate support, guidance, and information before choosing or being assigned their research supervisors. Therefore, it was concluded that the factors that influence student choice of the doctoral research supervisor were multifaceted and desegregated. Second, doctoral students would prefer to work with supervisors that they have voluntarily chosen rather than those assigned to them by the institution or recommended for them by their parents (or guardians).The researcher thus recommends that Makerere University administrators should consider assigning doctoral students the supervisors that they have voluntarily chosen in order to ease tension between supervisors and supervisees; and improve the study climate for both existing and prospective doctoral students. Second, the University should empower coordinators (or deans) of school to address, on-the-spot basis, the supervisory problems that doctoral students may experience.
Head Teacher’s Leadership Styles and the Quality of Teacher Support Supervision
(International Journal of Education and Research, 2016) Tibagwa, Kate Norah; Onen, David; Oonyu, Joseph
This paper examines the relationship between head teacher’s leadership styles and the quality of support supervision offered to teachers in primary schools in Mid-western Uganda. The study was driven by the need to establish the largely and widely held belief that school heads make a difference on instructional effectiveness of teachers through effective leadership and the kind of support supervision they provide teachers in their schools. The researchers employed a correlational cross-sectional survey design in which both quantitative and qualitative data were collected from a study sample of 320 teachers and 20 educational administrators using questionnaire survey and interview methods. The data were analysed with the use of descriptive and inferential statistical techniques as well as content analysis method. Study results revealed that both people-oriented, and task-oriented styles of leadership have statistically significant correlation (r = .566, p = .000) and (r = .536, p = .000) respectively, with the quality of teacher support supervision. But laissez-faire style of leadership has a statistically weak correlation (r = .117, p = .057) with the quality of teacher support supervision. The researchers thus concluded that the type of leadership styles that school heads use have a bearing on the quality of teacher support supervision. Consequently, it was recommended that school heads should make use of appropriate leadership styles to suit situations, needs and developmental aspirations of teachers as well as the needs of the primary schools they serve.
Institutional Planning in the Context of Higher Education: Challenges and Prospects
(International Journal of Education and Research, 2016) Onen, David
This study delved into the challenges and prospects of institutional planning at Makerere University in Uganda with the aim of identifying the major challenges and prospects of planning at the institution. It was prompted by the persistent complaints from stakeholders over the Institution’s failure to meet its set goals and objectives despite the numerous attempts to plan its growth and development. The study took the interpretive and narrative design in which data were collected through literature search and desk study methods. Study results revealed: first that the challenges facing institutional planning at Makerere University emanate from both within and without the Institution. Second, due to the developments within and outside the University, the future prospects for undertaking effective planning in the University are high. It was thus concluded that despite the myriads of challenges that the University faces, it will still be possible to effectively plan for the Institution since there are means for circumventing more or less all the hurdles to institutional planning at the University Therefore, the author recommends that University managers and planners must remain prudent and innovative in formulating and implementing the Institution’ strategic plans.
Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda
(Journal of Education and Practice, 2016) Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph
This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices of teachers in public secondary schools in Uganda. To date, research into this field in the country has focused more on the technicalities of supervision rather than on how the teachers have been responding to it. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. Study respondents included 934 teachers randomly selected from 95 public secondary schools, 76 head teachers, and two officials from the Directorate of Education Standards of the Ministry of Education and Sports. Ordered logistic regression technique was used to establish the effect of instructional supervision on the pedagogical practices of teachers. Findings of the study revealed that both classroom observation (odd ratio=4.1; p=0.000<0.05) and portfolio supervision (odd ratio=2.3; p=0.000<0.05) have statistically significant effect on the pedagogical practices of teachers in public secondary schools in Uganda. Furthermore, the study established that school authorities were inadequately carrying out instructional supervision, thereby leaving teachers to employ ineffective pedagogical practices. The study concluded that teachers’ pedagogical practices are dependent on the manner in which they are supervised, other factor notwithstanding. Therefore, in order to augment the pedagogical practices of teachers, school inspection by the Directorate of Education Standards should be increased and regular in-service training needs to be provided to head teachers as well as subject heads on how to conduct classroom observations and portfolio supervision in schools.
The Mediating Effect of Affective Commitment on the Relationship between Human Resource Management Practices and Turnover Intentions of University Employees
(Education Quarterly Reviews, 2020) Tumwesigye, Godfrey; Onen, David; Oonyu, Joseph; Musaazi, John C. S.
In this study, we explored the mediating effect of affective commitment on the relationship between human resource management practices (HRMPs) and the turnover intentions of university employees in Uganda using the theoretical lens of social exchange theory. The study was instigated by reportedly persistent increase in the cases of employee attrition in higher education institutions in Uganda in spite of Government’s attempts to improve the working conditions of the university employees. Using the cross-sectional survey research design, data were collected with the use of an adapted self-administered questionnaire from a sample of 722 academic and non-academic employees of three public and three private universities in Uganda. The results of structural equation modelling (SEM) indicated that HRMPs were significant positive predictors of affective commitment (rewards: β =.225; p<.001), promotions: β =.228; p<.001; and job security: β = .141; p<.001). However, HRM practices were negative predictors of turnover intentions (rewards: β = -.228; p<.001; promotion, β = -.215; p<.001; job security, β = -.138; p<.001). Furthermore, affective commitment was indeed a significant mediator of the relationship between HRMPs and turnover intentions of university employees. These findings made us draw the conclusion that when university employees perceive the institution’s HRMPs to be favourable, they will not only become committed to the organisation but also desire to remain working longer for it. Therefore, we recommend that the university managers in Uganda and similar countries should formulate and practise human resource management styles that do not only spur employee commitment but also enhance staff retention.
Organisational Factors as Antecedents of University Academic Staff Research Productivity
(Journal of Education and Practice, 2020) Hiire, Geoffrey Boaz; Oonyu, Joseph; Kyaligonza, Robert; Onen, David
This study explored whetherorganisational factors such as technological progress, computer skills, research funding, and human resourceswere significant antecedents of academic staff research productivity in chartered private universities in Uganda. The study stemmed from reportedly low levels of research productivity of the academic staff in private universities in the country in spite of the numerousinterventionsby the Government of Uganda to spur research in both public and private higher education institutions.Using the quantitative approach anddescriptive cross-sectional survey research design, the researchers collected data using a pre-testedselfadministered questionnaire from a sample of 210 academic staff drawn from four out of nine chartered private universities in the country. The data were analysed with the use of appropriate descriptive and inferential statistical techniques. The study findings showed, among others, that while technological progress (β = 0.425, p = 0.000 < 0.05) and possession of computer skills (β = 0.329, p = 0.000 < 0.05) were positive and significant antecedents of research productivity, research funding (β = -0.003, p = 0.965 < 0.05)and human resources (β = 0.073, p = 0.186 < 0.05) were respectively negative and positive but non-significant antecedents of academic staff’s research productivity in the universities studied. Therefore, it was concluded that although organisational factors, overall, were significant antecedents of university academic staff’s research productivity, some of its elements such as technological progress and possession of computer skills were more significant antecedents than others – implying that in order to boost the research productivity of the academic staff, university managers need to place proportionate emphasis on these factors if they are to create an enabling research environment in their institutions.
Roles and Challenges faced by Heads of Academic Department in Reforming University Curricula to Promote Graduate Employability
(Soc. Pediatr. Surg, 2019) Geera, Sophia; Onen, David
This paper examines the roles played by heads of academic department (HODs) and the challenges they face in reforming their units’ curricula to promote graduate employability in a university college in Uganda. The study arose as a result of the persistent complaints raised by employers and other stakeholders about the lack of employable skills among university graduates in the country in spite of the several curricular reviews taking place in the institution. Using the qualitative approach, data were collected from four purposively selected HODs through in-depth interviews. Study results showed, among others, that: first, the participants had different understanding of what graduate employability is: while some conceptualised it as the possession of employable skills by the graduates, others viewed it as the ability of a university student to complete his/her study programme and obtain gainful employment. Second, the participants revealed that they often enable the reforming of the curricula to promote graduate employability by: involving and motivating stakeholders in curricular reviews; offering effective leadership; and by providing requisite information and support to their staff during curriculum reviews and development, among others. Finally, the study participants reported facing several challenges in reforming the curricula of their units - including: limited co-operation by stakeholders, rapidly changing societal needs, and shortage of funds to aid the process of curriculum reviews and development. Therefore, we concluded that while HODs seemed committed to reforming university curricula to promote graduate employability, their efforts are fraught by a repertoire of challenges; thus, we recommend for increased institutional support to enable HODs effectively play their roles in promoting graduate employability.
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.
Teacher Development and Management System (TDMS) Training Programme and the Performance of Head Teachers in the Management of Public Primary Schools in the Greater Masaka Region of Uganda
(International Journal of Education and Research, 2015) Wandira Kaggwa, Theopista N.; Onen, David; Kimoga, Joseph
This study investigated the effect of teacher development and management system (TDMS) training programme on the performance of head teachers in the management of public primary schools in the Greater Masaka Region of Uganda. This was prompted by public outcry over the deteriorating standards of primary education in the region despite Government efforts to improve performance of school heads. The researchers employed a descriptive, cross-sectional sample survey research design. Data were collected with the use of survey and interview methods from 234 head teachers, 364 teachers, 19 Centre Coordinating tutors (CCTs), six Education Officers (DEOs) and six District Inspectors of Schools (DISs) selected through purposive and stratified random sampling techniques. The data were analyzed with the use of appropriate descriptive (mean, percentage, SD) and inferential (t-test) statistical techniques as well as content analysis methods. Study results revealed a significant difference in the performance of trained and untrained head teachers: the trained ones managed schools better than their untrained counter-parts. Second, the TDMS programme had weaknesses in its curriculum and delivery. Finally, training in institutional leadership (p=0.043<.05), school governance (p=0.044<.05), and personnel (p=0.031<.05) management were found to have a positive significant effect on the performance of head teachers in the management of public primary schools. The researchers thus concluded that the TDMS programme was largely effective in improving the performance of head teachers in the management of public primary schools in the Greater Masaka Region of Uganda, other factors notwithstanding. It was thus recommended that Government of Uganda should continue training head teachers, strengthening their training curriculum and make training opportunities more accessible to many teachers. This would enable head teachers to improve their performance as well as that of their teachers and pupils.
Teacher Evaluation and Quality of Pedagogical Practices
(International Journal of Learning, Teaching and Educational Research, 2016) Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph
This study explored the extent to which teacher evaluation influences the quality of pedagogical practices in public secondary schools in Uganda. It was triggered by the persistent criticisms about the deteriorating quality of teaching and learning in secondary schools in the country. The study was approached from the positivist research paradigm. However, a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from 76 head teachers and 960 teachers drawn from 95 public secondary schools and two officials from the Uganda’s Ministry of Education, Science, Technology and Sports (MoESTS) using survey and interview methods. Ordered logistic regression and content analysis methods of data analysis were used to establish the influence of teacher evaluation on the quality of pedagogical practices in the schools. Study findings revealed that both formative (coeff. =5.557; p=0.000<.05) and summative (coeff. =3.056; p=0.000<.05) teacher evaluations significantly influence the quality of pedagogical practices in school. Thus, it was concluded that the way teachers teach, is partly determined by how well and regularly they are evaluated, other factors notwithstanding. Therefore, the researchers recommended that in order to enhance the quality of pedagogical practices, MoESTS needs to develop standard formative evaluation tools that can be used for continuous teacher evaluation as well as train head teachers on how to effectively appraise their staff.
University Leadership During Times of Significant Transformation: A Case of Kyambogo University in Uganda
(Journal of Education and Practice, 2017) Namubiru, Gertrude; Onen, David; Oonyu, Joseph
This study investigated how leadership was exercised at Kyambogo University [KyU] (in Uganda) during its formation that involved the merger of three tertiary institutions and the period immediately thereafter. This was regarded as a period of significant transformation at the institution. The study was prompted by the rampant strikes and protests that the students and staff staged against the University’s leaders during that time. The researchers used the descriptive cross-sectional sample survey design to collect both qualitative and quantitative data through the use of surveys and interview methods from 44 administrators, 201 academic staff, 345 students, and 230 support staff. The data were analyzed using descriptive statistics and content analysis techniques. The study findings indicated that, at that time, KyU leadership lacked a shared vision and common strategies for managing transformation besides being non-collegial and heavily bureaucratic in nature. Secondly, the University was bedeviled with a myriad of leadership challenges related to, amongst others, personality clashes amongst leaders; the problem of red-tape in decision making; the shortage of funds and other resources; and the interference by external agents in the affairs of the University. However, several efforts were also made to avert the crises that the institution experienced at that time. It was thus concluded that the kind of leadership exercised during that time of transformation was partly responsible for the challenges experienced then and probably today. The researchers therefore recommended that the University managers should often develop a shared vision, employ a collegial kind of leadership, and be supportive to different units as well as individuals in the institution. Keywords: leadership, management, transformation, challenges, university
Written and Non-Written Communication Methods as Correlates of Employee Performance: A Study of Academic Staff of Primary Teachers’ Colleges in Central Uganda
(Journal of Education and Practice, 2016) Kasande Byakutaga, Beatrice N.; Onen, David; Oonyu, Joseph; Kasesene, Edris S.
This study delved into how written and non-written communication methods are correlated with the performance of the academic staff of Primary Teachers’ Colleges (PTCs) in Central Uganda. The study was prompted by reportedly the deteriorating performance of the academic staff of most PTCs in the country despite government’s efforts to train and motivate them. The study employed a correlational cross-sectional survey design where both quantitative and qualitative data were collected from a total of 120 respondents comprised of 5 Principals, 7 Deputy Principals, 13 Heads of Department and 95 members of the Academic Staff using questionnaire survey and interview methods. The data were analyzed with the use of descriptive and inferential statistical techniques as well as content analysis method. Study results revealed that non-written communication methods generally have a statistically weak correlation (r=.380, p=.146) with the performance of the academic staff while written communication methods – whether personally or impersonally addressed - revealed a statistically significant correlation (r=.912, p=.000) with the performance of the academic staff. The researchers thus concluded that the kind of communication methods that managers/administrators employ on their staff have a bearing on how their staff perform their jobs. Thus, it was recommended that colleges’ administrators as well as those concerned with communicating with the academic staff of PTCs should carefully select from the array of available communication methods those that have significant positive correlations with the performance of the staff in order to enhance their job performance as well as that of the entire institution.

Browsing by Author "Onen, David"

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