Browsing by Author "Rwothumio, Joseph"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Compensation Management and Employee Wellbeing of Academic Staff in Ugandan Private Universities during COVID-19 Lockdown(Interdisciplinary Journal of Education Research, 2021) Mugizi, Wilson; Rwothumio, Joseph; Amwine, Christopher M.This study examined the impact of compensation management on academic staff's employee well-being in private universities in Uganda during the COVID-19 lockdown. Two dimensions of compensation management considered were compensation determination and compensation administration. Employee well-being was studied in terms of psychological well-being, social well-being, workplace well-being and subjective well-being. This study used a cross-sectional design on a sample of academic staff from five private universities. Factor analysis was used to identify key items of compensation management and employee well-being, followed by descriptive, correlation and multiple regression analyses. Multiple regression analysis assessed the magnitude and strength of the impact of compensation management on employee well-being. The results supported the hypotheses on the influence of compensation determination and administration on employee well-being. Therefore, compensation determination and administration are important in enhancing the academic staff's well-being in private universities in contingent situations such as COVID-19 lockdown. In managing compensation issues in contingent situations, managers of private universities should determine and administer compensation considering employees' interests. This study adds to the scanty literature on compensation management and employee wellbeing. It identifies compensation management factors that organisations should consider to promote employee well-being in contingent situations.Item Digital Teaching Competence and lecturers Self-Efficacy in Online Classes: Insights from Public Universities in Uganda(Journal of the National Council for Higher Education, 2023) Kasule, George Wilson; Mugizi, Wilson; Rwothumio, JosephThe COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.Item Measuring Digital Teaching Competence of Academic Staff in Public Universities in Uganda(African Journal of Education, Science and Technology, 2023) Mugizi, Wilson; Rwothumio, Joseph; Kasule, George W.The unanticipated lockdown of campuses of universities caused by COVID-19 disrupted education worldwide. Nonetheless, the benefit that came with the lockdowns is that, while previously interest in online learning was an emerging unique mode of delivery used by particular institutions, it expanded to virtually all universities leading to large-scale digitizing of teaching and learning. However, in Uganda, public universities have been slow at digitizing their education compared to private universities. This study measured the digital competence of academic staff in public universities. Digital competence of academic staff was anchored in the UNESCO (2018) ICT Competency Framework for Teachers and the TPACK model. Digital teaching competence was measured in terms of course design, technical competence, communication competence, and time management competence. Using the survey design, data were collected from a sample of 327 academic staff from a population of 2225 academic staff from four public universities in Uganda using a self-administered questionnaire. Descriptive statistics and structural equation modelling using partial least squares structural equation modelling (PLS-SEM) were used to analyze the data. Descriptive results revealed that; course design, technical, communication and time management competences were high. PLS-SEM indicated that the four measures appropriate measures of digital competence. It was concluded that academics in public universities have the digital competences necessary for effective digitalization of education and technical, course design, course communication, and time management competences are appropriate measures for digital teaching competences. Therefore, the study recommended that managers of universities should take advantage of course design, technical, course communication and time management competences of academic staff to roll out digital education at a large scale. Also, scholars can use course design, technical, course communication and time management competences as measures of digital teaching competence.Item Measuring Online Classroom Self-Efficacy of Lecturers in Public Universities in Uganda(African Journal of Education, Science and Technology, 2023) Rwothumio, Joseph; Mugizi, Wilson; Kasule, George W.The Covid-19 disease that broke out in 2019 spread worldwide not only affecting health systems but also the other fields including education. Due to its high probability of infection through physical contact, educational institutions implemented physical social distancing by adopting online methods of providing education. However, in Uganda implementation of online teaching and learning was virtually resisted by lecturers and students. Up to today, online teaching and learning has failed to become fully entrenched in education delivery in public universities in Uganda with many lecturers preferring on campus face to face classrooms. Against this background, this was attracted to measure online classroom self-efficacy of lecturers. Anchoring on Self-Efficacy Theory by Bandura (1977), lecturers self-efficacy in online classrooms was measured in terms of instructional methods, classroom management and student engagement. This cross-sectional study involved a sample of 327 lecturers from four public universities in Uganda. Data were collected using a self-administered questionnaire and analysed quantitatively. Data analysis was carried out using descriptive statistics and structural equation modelling (SEM) using SmartPLS for partial least square structural equation modelling (PLS-SEM). Descriptive statistics revealed that online classroom self-efficacy of lecturers was high on all the aspects of instructional methods, classroom management and student engagement. The results indicated the different online classroom self-efficacies of lecturers namely; instructional methods, classroom management and student engagement were high. PLS-SEM indicated that the three measures appropriately measured online classroom self-efficacy of lecturers. It was concluded that university lecturers have the self-efficacy necessary for conducting online teaching and instructional methods, classroom management and student engagement measure online classroom self-efficacy. Therefore, it was recommended that university managers should exploit the online classroom self-efficacy of lecturers to increase the level of e-learning implementation in the universities. University managers should also put in place programmes for regularly enhancing online classroom self-efficacy of lecturers because online teaching technologies continuous evolve and change. Further, researchers can use the instructional methods, classroom management and student engagement as measures of online classroom self-efficacy of lecturers.Item 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, JohnThis 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.Item Teaching Approaches and Student Engagement in Secondary Schools in Arua City, Uganda(Uganda East African Journal of Education Studies, 2023) Hamimu Onzi, Siraji; Mugizi, Wilson; Rwothumio, Joseph; Kutesa Mugenyi, DisanThis study examined the relationship between teaching approaches and student engagement in secondary schools in Arua City, Uganda. Specifically, the study examined the relationship between constructivist teaching approaches and behaviorist teaching approaches with student engagement. This study adopted a correlation analysis as the basis for determining whether there was a relationship between the study variables. Data were collected from a sample of 341 students using a self-administered questionnaire. Descriptive statistics and structural equation modelling were used to analyze data. Descriptive results revealed that while students’ engagement was moderate, teachers’ use of the constructivist approach was lower than student-centred approaches. Structural equation modelling using SmartPLS results revealed that constructivist teaching approaches positively and significantly predicted student engagement, while behaviorist teaching approaches negatively significantly predicted student engagement. This study concluded that the constructivist teaching approach promotes student engagement, and behaviorist teaching approaches do not enhance student engagement. It was therefore recommended that teachers should emphasize using constructivist teaching approaches, and teachers have to reduce the use of behaviorist teaching approaches. This article will be of value to both researchers and policymakers in the education sector in Uganda as it identifies appropriate teaching approaches that enhance the effective engagement of students. Therefore, it might inform policy-making on curriculum development and further research.