Browsing by Author "Joseph Rwothumio"

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Physical infrastructure management and curriculum implementation in public universities in northern Uganda
(The Uganda Higher Education Review, 2025-10-10) Emmanuel, Acidri Bileti; Stephen Ndawula; Kebirungi Harriet; Joseph Rwothumio
This study aimed to assess the level of curriculum implementation, evaluate the level of physical infrastructure management, and investigate the influence of physical infrastructure management in the areas of lecture room facilities, technology facilities and safety devices on curriculum implementation in public universities in Northern Uganda. The study employed a positivist approach. The sample consisted of 123 academic staff selected using a simple random sampling technique. Data was collected using a self-administered questionnaire and analysed using frequencies, percentages and means at the descriptive level, correlations at the bivariate level, and multiple linear regression at the multivariate level. The results showed that the level of curriculum implementation was low and the level of physical infrastructure management was moderate. Also, lecture room facilities had a significant positive influence on curriculum implementation. However, technology facilities and safety devices had a positive but insignificant influence on curriculum implementation. Therefore, it was concluded that physical infrastructure management, concentrating on lecture room facilities, technology equipment and safety devices, is vital for curriculum implementation in public universities. Thus, this study recommended that the government and public universities should make deliberate efforts to provide sufficient lecture room facilities, modern technology equipment and sufficient safety devices to further improve curriculum implementation, especially in activities such as preparation for teaching, content delivery and assessment of learning in the public universities.
Teacher support and students’ academic resilience in universal secondary education schools in luwero district, Uganda
(Interdisciplinary Journal of Education, 2024-12-02) Justine, Nansamba; Wilson Mugizi; Joseph Rwothumio; Joshua Kimata Kato
This study investigated the impact of teacher support on students' academic resilience in Universal Secondary Education schools in Luwero district, Uganda. Specifically, the study examined whether teacher investment of effort, positive regard, and accessibility significantly influenced students' academic resilience, defined as perseverance, help-seeking, and positive affect. Using a quantitative approach and correlational research design, the study surveyed 324 students selected through simple random sampling. Data collection employed a self-administered questionnaire, and analysis involved structural equation modelling (SEM) using SmartPLS. The results revealed that teacher investment of effort, positive regard, and accessibility had a positive and statistically significant impact on students' academic resilience. The findings suggest that teacher support, particularly positive regard, followed by investment of effort and accessibility, fosters students' academic resilience. The study recommends that head teachers sensitise teachers to provide comprehensive support by creating a supportive learning environment that involves being invested in students' academics, accessible, and showing positive regard. This study's practical contribution lies in demonstrating how teacher support can promote students' resilience, providing valuable insights for educators and policymakers.