Browsing by Author "Wilson, Mugizi"

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Analysis of the Influence of Forms of Urban Agriculture on the Socio- Economic Status of the Farmers in Kampala and Mbarara Cities, Uganda
(East African Journal of Agriculture and Biotechnology, 2024-06-08) Leonard, Ninsheka; Edward, Ssemakula; Christopher, Tiyo; Rebecca, Kalibwani; Wilson, Mugizi
The study analysed the influence of the forms and drivers of urban agriculture on the socio-economic status of farmers in Kampala and Mbarara cities in Uganda. The study adopted a cross-sectional research design using multiple methods of data collection. A multistage cluster sampling technique involving simple random sampling to get both primary and secondary sampling units, snowball to get target respondents and purposive sampling for key informants and focus group members was used. Data were collected using social survey questionnaires for households, focus group discussions checklist (FGDs), key informant interview guides and observations, from a sample of 384 respondents. The study found a strong association between forms of urban agriculture and the socioeconomic status of the urban farmers in Kampala and Mbarara Cities. Subsistence forms (backyard, roadside and rooftop gardens), commercial forms (zero grazing, poultry, fish farms and crop farms), and tourist forms (demonstration sites) had a significant influence on household food and income security of urban farmers. The study established the lack of land, improved technologies and training as major obstacles and recommended the establishment of community networks, availing subsidies and credit and recruitment of extension personnel as interventions to help urban farmers.
Leadership behaviours and organisational commitment mediated by job satisfaction of academic staff at Kyambogo University
(East African Journal of Education Studies, 2024-05-03) Joshua, Kimata Kato; Wilson, Mugizi; George, Wilson Kasule; Peter, Kyozira
The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three- component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 full- time academic staff of Kyambogo University. The study utilised a self- administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment.
Positive discipline approaches and students’ behaviour in government- aided secondary schools in sheema municipality, Uganda
(East African Journal of Education Studies, 2024-06-13) Mark, Micheal Waiswa; Alex, Mutungi; Wilson, Mugizi; Harriet, Ludigo
This study examined the relationship between positive discipline approaches and students’ behaviour in secondary schools in Sheema Municipality in southwestern Uganda. Positive discipline approaches were looked at in terms of guidance and counselling, positive reinforcement and role modelling in relation to students' behaviours. This cross-sectional study involved a sample of 343 students. Data were collected from the students using a self-administered questionnaire. Partial least square structural equation modelling (PLS-SEM) was used to carry out data analysis. The findings indicated that the measurement model was good and structural equation model results revealed that guidance counselling and positive reinforcement positively and significantly related to students’ behaviour. However, role modelling is positively but insignificantly related to students’ behaviour. The results imply that while guidance counselling and positive reinforcement are essential factors for promoting students’ behaviour, role modelling is not. Therefore, it was recommended that school administrators and teachers should emphasise providing guidance counselling and positive reinforcement to students as they handle them while role modelling should not be prioritised.
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.