Browsing by Author "Kaahwa, Yuda Taddeo"

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Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
(Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.
The Relationship between Academic Programme Type and Student Satisfaction with the Quality of Higher Education in Uganda
(International Journal of African Higher Education, 2023-10-26) Bagonza, Godfrey; Kaahwa, Yuda Taddeo
This study examined the relationship between the type of academic programmes offered in Ugandan higher education institutions and student satisfaction with the quality of higher education. Highquality academic programmes are those that focus on the outcomes of the higher educational processes, including student retention and graduate destinations and employability, as well as expectations of earnings proportional to the qualification. Employing quantitative and qualitative research methods, the study analysed data gathered from 400 undergraduate students, six quality assurance directors, and 12 academic heads of departments in six Ugandan universities. It found that students in different academic disciplines and different universities believed that the academic programmes they selected were strongly related to their satisfaction with the quality of higher education.