Massification and the quality of teaching in Kyambogo University

Abstract

The focus of this study was on massification of higher education and the quality of teaching in Kyambogo University (KYU). The objectives of the study were: to examine the relationship between massification of higher education and classroom climate in Kyambogo University; establish the relationship between massification of higher education and classroom management in Kyambogo University and assess the relationship between massification of higher education and teachers’ adoption of effective instructional strategies in Kyambogo University. The study mostly used a correlational survey with mixed research approach. The participants comprised of 243 finalist students from different faculties of KYU plus ten staff members from the academic registrars’ department out of the sample size of 377 giving a response rate of 66%. Quantitative data was collected on the study variables from the students using self-administered questionnaires. Qualitative data was collected from the ten staff members from the office of the academic registrar using face to face interviews. Data was analyzed using relative frequencies and descriptive statistics especially the means. Pearson’s linear correlation coefficient was used to relate massification of higher education to the dependent variables, namely, classroom climate, classroom management and teachers’ adoption of good/effective instructional strategies respectively at the bivariate level. However, the regression analysis were finally used to establish the impact of massification on each of the dependent variables, namely classroom climate, classroom management and instructional strategies simultaneously. Findings revealed that massification of higher education had an insignificant relationship with classroom climate and this study therefore concludes that massification of higher education was not a determinant of classroom climate at KYU. Based on this finding, this study therefore recommended that Kyambogo University should not focus on massification of higher education as a predictor of classroom climate. This study established that massification of higher education had a positive significant relationship with classroom management and this study concluded that massification of higher education was a predictor of classroom management in KYU. This study therefore recommends that the management of KYU should attach more emphasis on massification of higher education as a predictor of classroom management. Finally, this study established that massification of higher education had an insignificant relationship with instructional strategies and based on this finding, this study concluded that massification of higher education had very little influence on instructional strategies in KYU.