Browsing by Author "Joseph, Rwothumio"

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Didactic infrastructure management and curriculum implementation in public universities in Northern Uganda
(East African Journal of Education Studies, 2024-06-13) Emmanuel, Acidri Bileti; Stephen, Ndawula; Harriet, Kebirungi; Joseph, Rwothumio
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.
School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda
(Interdisciplinary Journal of Education Research, 2024-01-30) Tobia, Karaha Kyomuhendo; Wilson, Mugizi; Joseph, Rwothumio; Mark, Micheal Waiswa
This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.
Universities’ capabilities and effective implementation of e-learning in public universities in Kampala city, Uganda
(Journal of the National Council for Higher Education, 2023-02) Wilson, Mugizi; Joseph, Rwothumio
The COVID-19 pandemic restricted access to campuses of universities owing to intermittent lockdowns. Consequently, educational institutions were forced to adopt virtual teaching techniques to ensure continued teaching and learning. However, the effective implementation of online education in universities in Uganda faced capability challenges that hindered its effectiveness. Therefore, this study investigated the influence of universities’ capabilities on the effective implementation of e-learning in public universities in Kampala City, Uganda during and beyond the COVID-19 pandemic period. Anchoring in resource-based theory (RBT), universities’ capabilities for effective implementation e-learning studied included experimentation, integration capability, and content management. Using the quantitative approach, cross-sectional data was collected from a sample of 312 academic staff from Kyambogo and Makerere Universities, the only two public universities located in Kampala City, Uganda. Data wascollected using a self-administered questionnaire. The data was analysed using descriptive and inferential statistics. Descriptive statistics involved the calculation of means while inferential analysis involved structural equation models (SEM) using SmartPLS. The results revealed that content management and integration capability positively and significantly predicted e-learning implementation. However, experimentation negatively and insignificantly predicted e-learning implementation. The study concluded that content management and integration capability are vital for e-learning implementation. Nonetheless, experimentation is not a probable requirement for the effective implementation of e-learning. Therefore , it was recommended that university managers should develop integration capabilities, and should support lecturers to improve their content management, but experimentation should not be prioritised in the implementation of e-learning.