Browsing by Author "Stephen Ndawula"

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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.
The effect of structured coaching on lecturers’ feedback skill development in national teachers’ colleges in Uganda
(East African Journal of Education Studies, 2025-01-06) Sarah, Nawoova; Stephen Ndawula; Mark Waiswa
This study investigated the effect of coaching on the feedback skills of lecturers in National Teachers’ Colleges in Uganda, drawing on the theories of Cognitive Apprenticeship and Vygotsky’s Sociocultural Theory, which emphasize learning through guided experience and social interaction. The study was guided by a postpositivist world view and it employed a mixed-methods embedded approach, the research utilized a pretest-posttest control group design to assess whether there was a significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching. A sample of 128 lecturers was purposively selected, stratified, and randomly assigned to experimental and control groups. The experimental group received structured coaching sessions, while the control group did not. Quantitative data was collected using a self-administered questionnaire and an observation checklist while structured interview guides provided the qualitative data. The quantitative data were analyzed using descriptive statistics and inferential statistics through a t-test, while qualitative data were examined through content analysis. The post-test results revealed that the experimental group performed better, with a mean difference of 0.38078 points and a p-value of 0.000 < 0.05 which is statistically significant. Participants from the experimental group in the interviews reported a positive contribution of coaching to their learning and skill proficiency. The hypothesis that there is no significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching was therefore rejected. It was concluded that coaching is significant for improving lecturers’ feedback skills. It was therefore recommended that institutions should consider integrating coaching as a CPD for lecturers’ capacity building in performance. Institutions should also design tailormade coaching strategies to address individual gaps of lecturers and create communities of practice to establish a supportive network for more learning