Browsing by Author "Waiswa, Mark Micheal"

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Diversity management and work engagement of academic staff of kyambogo university, Uganda
(The Uganda higher education review, 2023-12-18) Nanteza, Resty; Mugizi, Wilson; Nagasha, Judith Irene; Waiswa, Mark Micheal
This study examined the influence of diversity management and work engagement of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of diversity management policies, diversity management programmes and diversity management climate on the workplace engagement of academic staff of Kyambogo University in Uganda. The study employed the correlational research design, hence adopted the quantitative approach. The sample comprised 188 academic staff of Kyambogo University. Data was collected using a self-administered questionnaire. The data was analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using SmartPLS. Descriptive results revealed that the workplace engagement of academic staff, diversity management policies, diversity management programmes, and the diversity management climate of the university were moderate. SEM results showed that while diversity management policies had a positive and significant influence on workplace engagement, diversity management programmes had a positive but insignificant influence on workplace engagement, and the diversity management climate had a negative and insignificant influence on workplace engagement. Therefore, it was concluded that diversity management policies are vital for the workplace engagement of academic staff, inadequate diversity management programmes hinder workplace engagement, and a low-level diversity management climate impedes the workplace engagement of academic staff. Thus, it was recommended that universities should adopt diversity management policies, leaders of universities should implement adequate diversity management programmes to enhance workplace engagement, and leaders of universities should promote a climate that favours diversity.
Efficacy of Using Problem-Solving Method on the Teaching of Social Studies in Public Primary Schools in Busiki County Namutumba District
(East African Journal of Education Studies, 2024-12-05) Waiswa, Mark Micheal
The study sought to establish the efficacy of using a problem-solving approach in teaching social studies in Busiki County, Namutumba District, responding to three questions; (1) how a problem-solving method is used in the teaching of social studies? (2) What are the implications of using the problem-solving method in the teaching of social studies? (3) What are the hindrances to the use of problem-solving methods in the teaching of social studies? The study was conducted using a quasi-experimental design and targeted public primary schools in Busiki County. The study population mainly comprised teachers who are the direct implementers of the approach. Questionnaires were used to obtain findings from 99 respondents purposively selected. According to the findings, the problem-solving method can be used to teach social studies in five main ways: critical thinking, historical studies, multiple analyses of events, using secondary sources of information, and using logical examples. The implications are: promoting critical thinking; developing skills for learners to face the real world; developing the ability to make evaluations; making learning more engaging; and promoting the sharing of ideas. The hindrances include; No platform for professional development, scepticism, no teaching aids, and No integration into the curriculum. Conclusively, the problem-solving method is an effective approach for teaching social studies in primary schools. It is therefore recommended that educational leaders try to consider the significance of incorporating critical thinking into social studies instruction, despite challenges like a lack of professional knowledge and scepticism.