School of Education

Permanent URI for this communityhttp://localhost:4000/handle/20.500.12504/6

Browse

Browsing School of Education by Subject "Accessibility"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    School accessibility and students' attendance in secondary Schools in Kasese district, Uganda
    (Kyambogo university (unpublished work), 2011-12) Thembo, Kalhungulha Nathan
    The study was about School Accessibility and Students' attendance in Secondary Schools in Kasese district. This study was prompted by the fact that whereas the introduction of Universal Secondary Education (USE) programme in Uganda had increased access to secondary education, students' absenteeism and late arrival was still apparent and it was indeed a serious problem resulting into poor students' attendance in secondary schools. The study was therefore to find out whether there was a significant relationship between school accessibility and students' attendance in secondary schools in Kasese district. It specifically examined the state of secondary school accessibility, the reasons for students' absenteeism and late arrival the relationship between school accessibility and students' attendance. the measures put in place by school administrators to control students' absenteeism and late arrival in secondary schools and to recommend strategies that could be adopted to overcome the problem of students' absenteeism and late arrival in secondary schools. To achieve the objectives of the study, the researcher employed a cross-sectional survey design of quantitative and qualitative methods to collect data from 19 secondary schools where semi-structured questionnaires were administered to a sample of 403 respondents comprised of 328 students, 59 teachers and 16 headteachers both male and female. The study established that students had difficulties in accessing secondary schools they traveled long distances to reach schools. The majority of them used poor means of transpo11 particularly footing. These factors resulted into students' absenteeism and late arrival at school hence poor attendance. The study further found out that was a negative correlation between the distances traveled by students from their homes to school and the total number of students that attended
  • Thumbnail Image
    Item
    Theorising and modeling interface design quality and its predictive influence on learners’ post adoption behaviour in e-learning course environments
    (International Journal of Education and Development using Information and Communication Technology, 2021) Bashir, Kishabale
    The current study, guided by the cross-sectional survey method, assessed interface design quality, and its predictive ability on E-learners’ post-adoption behavior in E-learning course environments. DeLone and McLean’s Information Systems Success Model, Khan’s E-learning Framework, and Bhattacherjee’s Information System Continuance Model formed the current study's theoretical underpinning. Data for the study were collected from 232 E-learners in selected Ugandan higher learning institutions, using a 38-item self-administered questionnaire. Principal Components Analysis produced a four-factor structure of interface design quality that comprised of content interactivity, accessibility design, system navigation, and visual-aesthetics design, which were found to be valid and reliable using Confirmatory Factor Analysis. The Structural Equation Model fit indices revealed that the hypothesised model achieved adequate goodness-of-fit to the data. Regarding the structural relationships, the four factors were found to be statistically significant predictors of E-learners’ satisfaction; and in-turn, satisfaction impacted learning agility. The results have clearly aligned with the study's theoretical framework, buttressing existing empirical data on interface designs and end-user post adoption with E-learning interventions. The current study is crucial for making evidence-based pedagogical and design decisions by key E-learning stakeholders for the successful implementation and continued use of digital learning solutions in higher education contexts.