Browsing by Author "Ssali, Kizza Francis"

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    Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda
    (East African Journal of Education Studies, 2024) Kalule, John; Ssali, Kizza Francis; Masembe, Edward; Ssebowa, Dorothy Kyagaba
    The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects
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    Correlates in granting students loans in Uganda:
    (Academic Journals, 2022) Muweesi, Charles; Shizhou, Lou; Muwagga, Mugagga Anthony; Cuiying, Wang; Ssali, Kizza Francis; Tomusange, Robert; Mugenyi, Kuteesa Disan; Namagero, Tendo Shira
    This mixed research study focused on the selection criterion and guidelines used by the Higher Education Students Financing Board (HESFB) in granting students loan scheme to University Students in Uganda with a sample from Makerere University. Findings revealed that the majority of the loan beneficiaries are aware of these guidelines and one to benefit from the scheme had to formally pass A level education stage with 3 principle passes in a science subjects combination and are selected after filling a standard application form. Although many come from low economic family status with heavy household poverty, the study concluded that the selection criteria favors students who have passed science subjects and thus leaving behind impoverished students from humanity study disciplines/courses. Thus it recommends a framework for the need to revise the guidelines to cater and consider all backgrounds of applicants for this loan scheme irrespective of their course, family background and economic status to achieve the program goal as it's done in other countries. Key words: Loan scheme guidelines, Higher Education Students Education Financing Board (HESFEB policy program, financing higher education.
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    Institutional Support as a Catalyst for Academic Writing and Research Skills among Graduate Students in the Selected Public Universities in Uganda
    (East African Journal of Arts and Social Sciences, 2024) Kalule, John; Ssali, Kizza Francis; Ssebowa, Dorothy Kyagaba; Masembe, Edward
    The study examined the influence of institutional support on graduate students’ academic writing and research in selected public universities in Uganda. It involved the use of an embedded design with a dominant quantitative approach. It involved graduate students, academic staff and academic administrative staff as the study population. These participants/respondents were purposively selected from four public universities in the different regions of Uganda. Each of the four universities was represented by 100 students of which 50 were selected from the science faculties/colleges and 50 from the humanities faculties. The respondents were sampled using stratified random and purposive sampling. Data from graduate students were collected using a self-administered questionnaire (SAQ). A FGD for graduate students was the second data collection tool. Data from academic administrative staff and academic staff were collected using an interview guide. Descriptive quantitative data were analyzed using means and standard deviations while the study hypothesis was analyzed using, Pearson’s Correlation Co-efficient Index and Simple Linear Regression Analysis. Qualitative data was thematically analyzed. Findings from this study revealed a positive significant relationship between institutional support and academic writing and research among graduate students, where r = 0.441**, P - value = 0.000 less than 0.05. The study concluded that institutional support significantly relates to graduate students’ academic writing and research skills. It was further concluded that as graduate students are offered a conducive research environment like high-quality supervisory support, research funds, ICT facilities, library facilities, and mentorship among others, this would cultivate a positive writing behaviour and mentality which would eventually lead to scientific writers and researchers. The study recommended that there should be an emphasis on academic writing development programs as viable strategies to enhance scholarly writing and research. In addition, supervisors should be encouraged to provide proper guidance, feedback and adequate consultation time to individual graduate students especially those struggling at different stages of their research projects