Masters Degree Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/75

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Browsing Masters Degree Dissertations by Subject "Academic writing—Study and teaching (Higher)"

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    Scholarly communication training and writing self-efficacy of master’s degree students moderated by technology applications in Kyambogo university
    (Kyambogo University(Unpublished work), 2025-07) Zawedde, Stella
    This study investigated the influence of scholarly communication training and technology applications on writing self-efficacy of master’s degree students in Kyambogo University. The objectives of the study were; to examine the influence of scholarly communication training, and assess the influence of technology applications on writing self-efficacy of master’s degree students in Kyambogo University. Further, the objective sought to test the moderating effect of technology applications on the influence scholarly writing on writing self-efficacy of master’s degree students in Kyambogo University. Using the quantitative approach, the study adopted the correlational survey research design. Data were collected from a sample of 250 students using a self-administered questionnaire. The data were analysed using descriptive analysis that involved calculating of frequencies, percentages, and means, and inferential analysis using Partial Least Squares Structural Equation Modelling (PL-SEM). The study revealed that scholarly communication training in terms of training content and strategies had a positive and significant influence on writing self-efficacy of master’s degree students, technology applications in terms of applications use and ease of use had a positive and significant influence on writing self-efficacy of master’s degree students, and technology applications partially moderated the influence of scholarly communication training on writing self-efficacy. It was concluded that scholarly communication training is essential in enhancing the writing self-efficacy of students, technology applications play a vital role in enhancing writing self-efficacy of students, but combining scholarly communication and technology applications does not boost students' writing self-efficacy. Therefore, the recommendations of the study are that the university curriculum should emphasise scholarly communication training to enhance the writing self-efficacy of students, and universities should access students’ technology applications that support the development of writing self-efficacy. However, university scholarly communication courses should not over integrate technology applications.