The Influence of Teaching Practices on Quality Assurance Mechanisms in Selected Universities in Uganda
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
European Journal of Education Studies
Abstract
The effort to enhance formal quality assurance mechanisms in the Ugandan universities started with the creation of the National Council for Higher Education (NCHE) in 2003. Teaching practices are critical in the maintenance of quality assurance mechanisms in university education. The purpose of the study was to examine the influence of teaching practices on quality assurance mechanisms in selected universities in Uganda. The specific areas of interest were content delivered, methods of delivery and the adequacy of infrastructure for quality teaching. The study is based on systems theory where the inputs in a university to improve quality assurance mechanisms are the faculty and infrastructure used to implement the curricula in order to produce graduates. The study is based on the pragmatic paradigm with a cross-sectional survey design. A disproportionate stratified random sampling technique was employed to sample 300 faculty and students who expressed their opinions on questionnaires. With convenience sampling 47 students participated in focus group discussions and 20 managers were purposefully sampled for individual interviews. Frequencies, percentages and chi-square were used to analyze the quantitative data and corroborated with qualitative data. The findings revealed a positive contribution of teaching practices to quality assurance mechanisms. The study concluded that there is a moderate influence of teaching practices on quality assurance mechanisms. Therefore, the study recommends that the universities should adopt modern practices of teaching that involve the use of ICT accompanied with training and adequate provision of infrastructure.
Description
Keywords
Teaching practices, Quality assurance mechanisms, Selected universities
Citation
The Influence of Teaching Practices on Quality Assurance Mechanisms in Selected Universities in Uganda. DOI: 10.46827/ejes.v9i11.4535